Introduction
The term art education generally refers to a very particular occupational subject of study that entails the visibility, touchable arts, like portrayal, sculpture, painting, and design applied to specific practical fields like commercial graphics within the system of schools that are supported by taxes and controlled by a school board. The two basic sections in art education are grounded on distinguishing the difference between elementary and high school education.
Because art education in this setting is supported by public funds, its schedule is to teach every child about art, not only those who demonstrate a natural talent for the subject. The resources for and obligations of art education are mixed to an extent. From one point of view, all states in the United States of America including Washington DC back up teaching art on the elementary and high school levels.
Almost every school or school system has a visual art program, which entails that employment prospects are strong for art teachers with experience in the art field. From another point of view, new educators may not at all times find the pedagogy of teaching resources for art to be as plenteous as they might expect and wish. In many cases, such things as a developed or designed classroom for teaching art, a printed art curriculum, a packed collection of art materials and equipment, in addition to sufficient funding for art programs may not always be taken into account.
Nonetheless, there is good reason to present the best possible outcome as regards the possibility of future success for art education. Certified institutes work to encourage values, ideas, research, management, curriculum expansion, and professional development services, essential for the constant development of the branch of knowledge. These earnest and conscientious activities point to a broad spectrum of social awareness of and devotion to the task of art in elementary and higher education.
Appreciation of the elementary fundamental reasons or logic for art education assists in the explanation of the affirmative contribution it creates to the individual and the general public; it also gives detail to what is found at the heart of the line of work for art pedagogues. The purpose of art education says something vital about what prompts individuals to engage in this professional course and what the customary application of the profession involves.
Definition of art education
Art education is the subject of study that is founded on an illustrated art image that is capable of being handled, touched, or felt and design relevant or applicable to more practical fields. However, the purposes of art education are the growth of the understanding of the nature, meaning, quality, or magnitude of beauty and the ability to produce beautiful things (Bailey, 2009, p.1).
The theme of art education has, through the years, become a question of some importance, because of its lack of attention and due care, or inadequate recognition, which in the past had possibly made valuable human inherent cognitive or perceptual powers of the mind to remain unexploited, whereas the enhancement of general education gave rise to awareness of the insufficiency.
The intellectual productivity of creative imagination of recent discoveries in science, by which the happiness and prosperity of humanity have been highly developed, has attracted attention to the tentative insight of deducing compatible, similar, or consistent advantages from its sister subject, Art (Smith, 2010,p.1).
In line with this, Art education can be classified as a belief asserting human dignity and man’s capacity for fulfillment through reason and the scientific method of approach to the principles and method of instruction (Freeland, 2002, P.167).
As a result, arts integration is an Ideas or action that were incorporated into arts philosophy and knowledge by the use of fine and performing arts which is the most important path to education. However, the objective of arts integration is to enhance the knowledge of a broad-spectrum topic area at the same time developing a better perceptive and positive reception of the subject of art education.
Moreover, with art education learning becomes a characterized participation of two or more fields of study which incorporates realistic artistic and theoretical elements. The role of imagination is emphasized in the approach to learning, by developing the philosophy that embraces imagination in addition to a systematic factor.
The instructive philosophy’s central or dominant objectives are to provide the younger generation the foundation on which to gain through experience into independent, virtuous, and structured individuals, and to be of assistance to every child in fulfilling their dreams, the existence of which the integration of the practical and psychological in which child-centered education states.
Aesthetic value in the philosophy of art education
The account of aesthetic value being invoked in this context is kin to Carolyn Korsmeyer’s account (1998) addressed the characteristics of beauty and art with the design and admiration of beauty (19). It is more technically characterized as the discipline of unifying poignant ideals, (Zangwill, 2007). Widely, researchers in the field describe aesthetics as “vital art expression which involves particular society at a particular time, place and the natural physical world. Aesthetics is related to the study of values, a division of system of beliefs, and is intimately coupled with the philosophy of the creation of beautiful or significant things (Bruyn, 2002). Thus, Aesthetics examines new perceptions of viewing nature.
Close observer understanding of beauty has two notions of significance: aesthetics and experience. Research states that aesthetics is the idealistic concept of the qualities that give pleasure to the senses. Accordingly, beauty is universally emphasized or expressed as things perceived without distortion of personal feelings, insertion of fictional matter, or interpretation. The modern outlook of beauty is not founded on intrinsic qualities, but on the contrary, on artistic details and personal understanding since people have artistic skills, thereby getting answers to develop students’ participation in the art programs.
The arts present a natural surrounding and tradition where the student is enthusiastically occupied in innovative firsthand knowledge of states, situations, emotions, or sensational gradual change through a series of states, and development. Investigations show that inaugurating students to creative methods or procedures, at the same time as adding the aspects of culture into their study, develops in each person a sagacity of ingenuity and enterprise, a capability for decisive expression, a sense of independence, and liberty of deliberation and accomplishment. Knowledge of arts arouses cognitive growth by inspiring modern societal development.
Current research stipulates that undergoing an initial approval and understanding of the arts allows the improvement of a special point of view on extensive topics; views which cannot be determined in the course of erstwhile methods. Sequentially, for all to play a part in relating to the shared knowledge and values of a society and artistic existence, they need to increasingly discover, comprehend, value, and familiarise themselves with artistic expressions. For it is the objective to provide everybody with the same educational chances and creative activity, that is a must for an educational scheme of study.
For participation to be completed in cultural and artistic life by both children and adults, they should advance in amount or intensity and impart skills or knowledge to understand, recognize with gratitude and understanding artistic terminology by which equal humans penetrate, and share the deep perception of a situation on diverse expressions of continuation and co-continuation.
Since it is an objective to offer in good faith the same possibility due to a favorable combination of circumstances for cultural and artistic activity, arts education requires an obligatory part of an informative integrated course of academic studies for all. Being a long process, Arts education ought to be characterized by order and planning and also be offered over several years.
Education which makes part of a whole physical, scholarly, and innovative modules are becoming more likely by Arts Education and for this reason making it achievable and extra efficient incentive and successful mutual dealings between the gradual process of acquiring knowledge, culture, and arts (Arnold, 2004, p.80).
These potentials are uniquely or characteristically essential in the face of a demanding or stimulating situation currently present in the attendance of the modern societal age. For instance, as a result of 21st-century societal result of alteration or modification which have an effect on the make-up of social units living together, offspring are over and over again dispossessed of designated paternal and maternal interest, as a result of being deficient in the daily conveyance of information and building of a relationship between people who are mutually and emotionally connected (i.e family life).
The recommendation to improving art education
These intended researched recommendations are supposed to improve the learning problem in art education.
- The introduction of sets of sequential steps of activities for a useful program of understanding in the classroom.
- The teacher should have a relevant preparation scheme for the effective assimilation of knowledge by learners.
- Involvement of resourceful and professionals, to enhance the development of more complex topics and sharpening of skills.
- Tangible and clear objectives should be set and achieved with positive results (Gagne, 1970).
- Continuous assessments and evaluation tests should be routinely undertaken in the testing of the capabilities of students (Gagne, 1970).
- For promotion to the next level, students should show mastery ability in the previous stage of learning.
Evaluation of artistic value and its role in childhood education at a given level
In concluding the evaluation of artistic value and role in childhood education at a given level respect must be accorded by getting the child to understand or know his/her personality about their background, hence, the awareness of potential about the surroundings by the learner’s inter-human interactions which can be nurtured into the development of artistic expression, including testing parameters through the different levels of growth (Cochran & New, 2008, p.948).
In addition, the exposure of children to a different environment about art education and making them come out with an independent artistic interpretation (Day & Hurwitz, 2006, p.413). However, the ultimate pleasure for works of art is the reward accorded for good work, therefore, the creation of ways to motivate creative students; can be achieved by putting in place competitions where students are rewarded.
Reference List
Arnold, D. (2004). Art history: a very short introduction. New York, NY: Oxford University Press.
Bailey, H. T. (2009). Art Education. Edinburgh, Scotland: BiblioBazaar, LLC.
Bruyn, S. T. (2002).“Art and Aesthetics in Action”, Boston College.
Cochran, M., & New, R. S. (2008). Early Childhood Education: The countries. Westport, CT: Greenwood Publishing Group.
Day, M., & Hurwitz, Al. (2006). Children and their art: methods for the elementary school. Belmont, CA: Cengage Learning.
Freeland, C. A. (2002). But is it art? An introduction to art theory. Oxford: Oxford University Press.
Gagne, R.M. (1970). Conditions of Learning, Second Edition. New York: Holt.
Korsmeyer. C. (1998). Aesthetics: the big questions. Malden, MA: Wiley-Blackwell.
Smith, W. (2010). Art Education, Scholastic and Industrial. Vancouver, Canada: Read Books.
Zangwill, N. (2007). “Aesthetic Judgment”. Encyclopedia of Philosophy.