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Tytuł:
Pojmowanie emocji i znaczenie działań muzycznych w ich rozwijaniu u dziecka w młodszym wieku szkolnym
Emotional Understanding and the Importance of Musical Activities in their Development in a Child at an Early School Age
Autorzy:
Kłysz-Sokalska, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/1070670.pdf
Data publikacji:
2020-11-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
emotional education
music education
Opis:
Emotional education in Poland is superficial,accidental and at times intuitive. Lack of emotional education classes and the governments’ low support of teachers have a negative effect on the treatment of emotional education as important in the development of a child in an early school age. Teachers, by trial and error, try to solve problems on the basis of their effect rather than cause, which often lies in the student’s emotions. Separating emotions from “rational” thinking is a pedagogical mistake. An adult’s awareness of the cognitive nature of emotion can affect not only the leveling up of emotional disorders, but also has impact on the child’s overall cognitive development. By using the most natural activities of music and movement, the student develops his emotionality with the verbalization of emotional experience. Awareness of the emotions experiences as well as their correct naming is the key to the success of emotional education for students.
Źródło:
Studia Edukacyjne; 2017, 44; 347-361
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Folklor w edukacji muzycznej – metoda projektów
Folklore in Music Education – a Project Method
Autorzy:
Andrys, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/923264.pdf
Data publikacji:
2020-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
folklore
music education
project method
Opis:
In times of prevailing mass pop-culture there is almost no space for traditions and customs connected with folklore. Educationalists and music teachers continue to pursue progressive methods demonstrating the artistic values of folklore. Project-based learning is a method which can be the beginning of forming an attitude of respect and cultivation of national heritage. This method may not only can develop social abilities, teach self-reliance and organization, but also create an opportunity to find interest even among most difficult problematic issues. A recent project ‘Muzyczna Kawaleriada z Uśmiechem – Regiony kulturowe Polski’ has already created a possibility for researching if the above method can be applied for musical education for grades 4-6. Folk culture, especially songs and dances, has become a subject of observation for teachers and at the same time an evaluation for students. A questionnaire was used for that purpose. All three stages of the project, preparation, realization and presentation as well as the results of conducted research show that project-based learning is an attractive and effective method of music education. Certain values of the beauty of Polish folk songs and dances are also indicated.
Źródło:
Studia Edukacyjne; 2018, 50; 399-411
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Eliminacja lamerstwa. O społecznym użytkowaniu muzyki: Z Adamem Czechem rozmawia Anna Zawadzka [Eliminating cheesiness. The social use of music: Adam Czech interviewed by Anna Zawadzka]
Autorzy:
Zawadzka, Anna
Powiązania:
https://bibliotekanauki.pl/articles/643697.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
music
distinction
cultural consumption
music education
nostalgia
Opis:
Eliminating cheesiness. The social use of music: Adam Czech interviewed by Anna ZawadzkaThe interview with Doctor Adam Czech deals with various forms of distinctions made with the use of music, in the circles of both its authors and recipients. The conversation addresses, among other things, the current status of contemporary classical, folk, and popular music in Poland, and the status of different manners of music consumption. Another issue under discussion concerns the prevailing artistic categories of music evaluations, such as being original and abstract, and the ways of validating and delegitimizing different musical genres. Eliminacja lamerstwa. O społecznym użytkowaniu muzyki: Z Adamem Czechem rozmawia Anna ZawadzkaWywiad z dr. Adamem Czechem dotyczy różnych form dystynkcji dokonywanych za pomocą muzyki zarówno w środowisku jej twórców/twórczyń, jak i odbiorców/odbiorczyń. Przedmiotem rozmowy jest m.in. obecny status muzyki poważnej, muzyki ludowej i muzyki popularnej w Polsce, jak również status poszczególnych sposobów muzycznej konsumpcji, czyli słuchania. Rozmowa dotyczy także dominujących w sztuce kategorii oceniania muzyki, takich jak oryginalność i abstrakcyjność, oraz sposobów uprawomocniania i delegitymizacji poszczególnych gatunków muzycznych.
Źródło:
Studia Litteraria et Historica; 2017, 6
2299-7571
Pojawia się w:
Studia Litteraria et Historica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kształtowanie się współczesnej koncepcji polskiego systemu szkolnictwa muzycznego w latach 1945–1959 w kontekście dyskusji środowiskowych
Shaping the Contemporary Concept of the Polish Music Education System from 1945-1959 in the Context of Community Discussions
Autorzy:
Domagała, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/2159823.pdf
Data publikacji:
2021-01-29
Wydawca:
Akademia Pomorska w Słupsku
Tematy:
edukacja muzyczna
szkolnictwo muzyczne
historia edukacji
system szkolnictwa muzycznego
music education
music schools
history of education
music education system
Opis:
In the period after World War II, a new three-tier organization of music education was intro-duced in Poland. In 1945, schools were divided into music schoolsoflowerdegree, middle degree schools and music colleges and academies as higher music education. There were also music appreciation schools The solutions adopted were largely based on the patterns that exi-sted in the Union of Soviet Socialist Republics. The three-tier structure enabled – according to the designers of this model – to adapt teaching to new needs and specialize depending on the student’s level of talent. However, the introduction of new organizational solutions faced dif-ficulties, some of the music community questioned the scope, pace and nature of the changes. A separate position was presented by many recognized Polish musicians and teachers. Music schools introduced the new teaching structure in a slow and often reluctant manner. As a result of the pedagogical discussion in the late 1940s and early 1950s, the Ministry of Culture and National Heritage introduced quite significant changes. Although the three-tier structure was retained, music appreciation schools were closed.In the 1950s, intensive efforts were undertaken at the Ministry of Culture and Science to analyze the problems of the Polish model of music education and prepare new structural solutions. Outstanding representatives of Polish musical life took part in these. A number of systemic difficulties were noticed, including students overburdened with studies, high drop-out rates, and artificial separation of the stages of education. New concepts for the organization of education were presented, frequently with references to the old, pre-war solutions, which were appreciated as already tested and more effective. Some outstanding musicians and teachers presented their critical standpoints in the music press. Despite the unequivocal position of many representatives of the pedagogical and music community, the authorities of the Ministry of Culture and National Heritage lacked the determination and sufficient courage to carry out a fundamental reform of the Polish model of music education. Legal acts were prepared and published in which the then current model of education was maintained. Primary music schools of the first degree were provided functions of music appreciation education, and second-degree schools were assigned professional functions.This article is the first attempt to show the circumstances of implementing a new model of music education in Poland. It shows the reaction of the pedagogical and musical community as well as the continuous structural problems. The article was prepared with the use of extensive archival sources, press articles and legal documents.
Źródło:
Ars inter Culturas; 2020, 9; 141-166
2083-1226
Pojawia się w:
Ars inter Culturas
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EDUKACJA MUZYCZNA NA ŚWIECIE W KRĘGU ZAINTERESOWAŃ CZASOPISMA „WYCHOWANIE MUZYCZNE”
TOPICS IN MUSIC EDUCATION WORLDWIDE PRESENTED IN “WYCHOWANIE MUZYCZNE” JOURNAL
Autorzy:
Grusiewicz, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/566624.pdf
Data publikacji:
2017
Wydawca:
Akademia Pomorska w Słupsku
Tematy:
edukacja muzyczna
edukacja muzyczna na świecie
historia edukacji, czasopiśmiennictwo
czasopismo „Wychowanie Muzyczne”
music education
music education worldwide
history of education
journal publication
“Wychowanie Muzyczne” [Music Education] journal
Opis:
The author analyzes the variety of topics in music education worldwide, presented until 2016 in “Wychowanie Muzyczne” journal since it has been first released in 1957. In the enormous number of issues of the magazine, the topics were not of key impor-tance, however they played a significant role in broadening the awareness of music teachers and academics. They promoted ideas and concepts developed in different parts of the world, they showed common problems, as well as systemic, curriculum- and methodology-based differences in systems of music education across different countries. The analysis covers 215 papers on the subject. The main organizing criterion was a liter-ary genre and literary form. The papers were analyzed in the following order: literary se-ries; reprints from international journals; critical analyses using examples of foreign lit-erature; accounts of trips abroad including international conferences and symposia; papers by international authors and Polish authors living permanently abroad, including interviews with representatives of international cultural and education centres, as well as research accounts and scientific studies. The analysis also presents transformations in music education in Poland and worldwide over the past sixty years.
Źródło:
Ars inter Culturas; 2016, 5; 125-146
2083-1226
Pojawia się w:
Ars inter Culturas
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AESTHETICS EDUCATION AND ITS POSITION IN THE 21ST-CENTURY DEMOCRATIC SOCIETY
Autorzy:
Kopčáková, Slávka
Powiązania:
https://bibliotekanauki.pl/articles/566331.pdf
Data publikacji:
2019-02-05
Wydawca:
Akademia Pomorska w Słupsku
Tematy:
art
aesthetics education
music education
education
critical thinking
democracy
Opis:
In the paper, the author considers philosophical, aesthetic and pedagogical concepts explaining the specific position of aesthetics education in the education system and its importance in developing the ability to express authentic attitudes not only in the assessment of the arts but also in social processes of a democratic society. A historical account is part of this consideration, as it gives us an overview of cultural epochs in which emphasis on the aesthetics education of a young person became a national interest or, on the contrary, it stood partly on the edge of interest. Through the ideas of important thinkers of the 20th and 21st centuries (John Dewey, Paul G. Woodford, etc.), I try to emphasize the potential of musical, artistic, literary, dramatic education in the development of critical thinking as a fundamental attribute in the education of an authentic, free- and democratically- minded person. Active reception of art and the evaluation of artistic expressions occupy an important place in the awareness of one’s position in a society that faces many civilization and political challenges, such as poverty, migration, change of cultural mechanisms, and reception habits. All this requires reflection at the level of the philosophy of education in co-operation with its related disciplines, like pedagogy, aesthetics, cultural studies, and their applied educational disciplines. The definitive recognition of a dignified status for aesthetics education is one of the ways of coping with the civilization challenges of the 21st century and of flexible re-evaluation of the changing trends in the technologyoriented society structure and the one-sided general education
Źródło:
Ars inter Culturas; 2018, 7; 249-262
2083-1226
Pojawia się w:
Ars inter Culturas
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Człowiek, świat wartości a współczesny obraz edukacji muzycznej. Konfrontacje - wyzwania- kierunki zmiany
HUMAN, WORLD OF VALUES AND THE MODERN IMAGE OF MUSIC EDUCATION. CONFRONTATIONS – CHALLENGES – DIRECTIONS OF CHANGE
Autorzy:
Tupieka-Buszmak, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/579446.pdf
Data publikacji:
2016
Wydawca:
Kujawsko-Pomorska Szkoła Wyższa w Bydgoszczy
Tematy:
kultura
sztuka
edukacja muzyczna
culture
art
music education
Opis:
Tematyka artykułu odnosi się do krytycznej analizy sytuacji, w której w od lat znajduje się powszechny nurt edukacji muzycznej. Obszarem zapalnym, narosłym na nieustannych przemianach w zakresie definiowania i rozumienia sztuki wydaje się jaskrawa niespójność deklarowanych wartości, stanowiących aksjologiczną podstawę wychowania muzycznego z tym wymiarem rzeczywistości, w którym żyją młodzi ludzie. Brak styczności wspomnianych pól doświadczenia estetycznego uwidacznia się, m.in. w ignorowaniu złożonych zjawisk społecznych o patologiczno-represywnym charakterze, a także niewystarczalności podejmowanych działań edukacyjnych w zakresie treści oraz form inicjowanego kontaktu z muzyką. Tu być może kryje się jedna z przyczyn dramatycznego napięcia pomiędzy dysfunkcyjnym, opornym za przemiany rzeczywistości kulturowej programem kształcenia muzycznego a okolicznościami/ warunkami życia współczesnej młodzieży. Celem artykułu jest próba uwypuklenia problemu zdezaktualizowanego modelu powszechnej edukacji muzycznej w zderzeniu z uniwersum wartości oraz wiedzą na temat społecznie konstruowanego obrazu świata i tworzenia osobistej, nieformalnej o nim wiedzy.
The topic of the article focuses on the critical analysis of the situation, in which the general current of music education can be found. The problem, accrued on constant transitions within the scope of defining and understanding art, results from blatant inconsistency in the declared values which create an axiological basis for music education and the dimension of reality inhabited by young people. The lack of contact between the abovementioned fields of aesthetic experience is visible in, i. a. ignoring complex social phenomena of pathological repressive nature, the insufficiency of educational methods when it comes to their content and forms of initiated contact with music. This might be the cause of dramatic tension between dysfunctional programme of music education which is resistant to changes of cultural reality, and the living conditions of the contemporary youth. The purpose of this article is to emphasize the problem of obsolete model of the general music education and its contact with the universe of values, the knowledge of socially constructed image of the world and creating one’s own, informal knowledge.
Źródło:
Rocznik Naukowy Kujawsko-Pomorskiej Szkoły Wyższej w Bydgoszczy. Transdyscyplinarne Studia o Kulturze (i) Edukacji; 2016, 11; 389-408
1896-5903
Pojawia się w:
Rocznik Naukowy Kujawsko-Pomorskiej Szkoły Wyższej w Bydgoszczy. Transdyscyplinarne Studia o Kulturze (i) Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozśpiewane przedszkole. O potrzebie zajęć umuzykalniających w codziennym wychowaniu przedszkolnym
The Singing Preschool. The Role of the Music Education in Everyday Preschool Education
Autorzy:
Adamczewski, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/1075341.pdf
Data publikacji:
2020-12-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
music education
rhythmic activities
preschool education
national curriculum
best practices
Opis:
The article presents the educational aspects of the music education in everyday preschool activities. The main idea is to widely describe the role of the music activities dedicated to the youngest. Based on the literature, I tried to connect the theory with the examples of everyday teaching practice. Each part was supported with free and accessible sources of educational materials. The role of the catholic preschool teacher was stressed as well, which is crucial for the future of Polish music education.
Źródło:
Studia Edukacyjne; 2020, 58; 329-340
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Złote czasy radia. Edukacyjne i wychowawcze funkcje radiowych audycji umuzykalniających
Autorzy:
Forecka-Waśko, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/951772.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
radio broadcast
music education
pre-school education
rhythmics
Polish Radio
Opis:
The article attempts to present the specificity of radio music broadcasts as a form of didactic method used while teaching children about music. The Polish Radio music broadcasts created by Maria Wieman from 1946 to 1976 were used as a research material. The author shows the historical background in which educational radio programmes were made in Poland. The state of kindergarten education after the war and the methodology of music education is also adressed. The paper attempts to present the reconstruction of the formation of music broadcasts for children based on the literature dedicated to the subject, recordings of the broadcasts, and radio documents. The author also wanted to present the profile of Maria Wieman, the brodcast creator. Her methodological and didactic achievements played a key role in forming the modern way of thinking about music education in kindergarten.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2016, 10, 2; 215-230
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Słuch absolutny — symptomem zdolności muzycznych i poznawczych?
Absolute Pitch — an indication of musical and cognitive abilities?
Autorzy:
Kozłowska-Lewna, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/521958.pdf
Data publikacji:
2013
Wydawca:
Akademia Muzyczna im. Stanisława Moniuszki w Gdańsku
Tematy:
music education
ear training
absolute pitch
cognitive abilities
Opis:
The aim of this paper is to present latest studies on absolute pitch conducted over the past ten years. The author respectively discusses: results of the research on the origins of absolute pitch, relationship between absolute pitch and musical skills, dependence of the development of absolute pitch on applied aural training methods, anatomical and neural foundations of this ability, as well as infl uence of absolute pitch on the progress of other cognitive abilities. In conclusion the author submits: the key causes for the development of absolute pitch ability lay in innate predispositions (either genetic or stimulated in the prenatal period) — which manifest themselves in the asymmetry between left and right planum temporale — as well as in skills acquired by early musical practice combined with absolute method of ear training. It appears that using tonal languages is benefi cial for the development of absolute pitch. It has been proven that the ability of absolute pitch correlates with profi ciency in performing musical tasks. Examining brains of people with absolute hearing abilities shows that they have better developed circumferential networks, grey matter, greater thickness of cerebral cortex and improved white matter connectivity, what results in more effi cient networking between various areas of brain, better „small-world” functional networking and memory. Ability of absolute pitch can be understood as a phenomenon of unique perceptual enhancement, useful for the examination of brain plasticity.
Źródło:
Aspekty Muzyki; 2013, 3; 59-82
2082-6044
Pojawia się w:
Aspekty Muzyki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Music Objectives Planning in Prevailing Psychomotor Domain
Autorzy:
Sicherl-Kafol, Barbara
Denac, Olga
Denac, Jerneja
Zalar, Konstanca
Powiązania:
https://bibliotekanauki.pl/articles/2028747.pdf
Data publikacji:
2014-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
music education
music objectives
lesson plan
primary school
psychomotor learning domain
Opis:
The paper presents the results of a study in which we analysed planning of musical objectives in the psychomotor domain prepared by 372 Slovenian general education teachers. The research results showed high share of objectives pertaining to the taxonomy category of speech behaviours, which was followed by the categories of gross bodily movements, finely coordinated movements and non-verbal communication. The above facts confirm that music objectives can be classified in the prevailing psychomotor domain and show the utilization of a chosen taxonomy model. The research results also indicate that Slovenian general education teachers are aware of the need for active approaches to music teaching although they pay less attention to music objectives planning in the category of non-verbal communication which exceeds the mere use of words and represents the basis for contemporary approach of music teaching through musical doing and making.
Źródło:
The New Educational Review; 2014, 35; 101-111
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dziecko w świecie dźwięków – wychowawcze aspekty metody rytmiki Emila Jaques-Dalcroze’a
A child in the world of sounds: educational aspects of Émile Jaques-Dalcrozes Eurhythmics method
Autorzy:
Forecka-Waśko, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/44055861.pdf
Data publikacji:
2022-03-31
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
rytmika
wychowanie
edukacja muzyczna
improwizacja
Eurhythmics
education
music education
improvisation
Opis:
W artykule zaprezentowano wychowawcze aspekty metody rytmiki Emila Jaques-Dalcroz’a, będącej w Polsce powszechnie stosowaną metodą wychowania muzycznego. Celem artykułu jest ukazanie potencjału oddziaływania zajęć rytmicznych na rozwój emocjonalny, społeczny, fizyczny i intelektualny dziecka. Tym samym w artykule ukazane są istotne walory edukacji muzycznej młodego pokolenia, której celem jest nie tylko wykształcenie świadomych odbiorców muzyki i sztuki, lecz także osób wrażliwych i otwartych, twórczych, o szerokich kompetencjach społecznych. Tematem rozważań uczyniono również rolę nauczyciela w metodzie rytmiki, jego warsztat metodyczny i umiejętności wykorzystania języka muzyki do lepszej komunikacji z uczniami. Podjęte rozważania są wynikiem analizy zawartości treści dzieł Emila Jaques-Dalcroze’a oraz opublikowanych prac teoretycznych i badań dotyczących zastosowania metody rytmiki.
The article presents educational aspects of Emile Jaques-Dalcroze's Eurhythmics method, a commonly used method of musical education in Poland. The aim of the article is to show the potential of the impact of eurhythmics activities on the emotional, social, physical and intellectual development of a child. Thus, the article presents the essential values of music education of the young generation, the aim of which is not only to educate conscious recipients of music and art, but also sensitive and open-minded, creative people with broad social competences. The subject of the considerations was also the role of the teacher in the Eurhythmics method, his/her methodological workshop and the ability to use the language of music to improve communication with students. The considerations are the result of an analysis of Emile Jaques-Dalcroze's works as well as the published theoretical works and research on the use of the Eurhythmics method.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2022, 608(3); 35-45
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A CONTRIBUTION TO MUSIC EDUCATIONAL WORK WITH CHILDREN OF AN EARLY SCHOOL AGE
Autorzy:
Jiřičková, Jiřina
Powiązania:
https://bibliotekanauki.pl/articles/566415.pdf
Data publikacji:
2013
Wydawca:
Akademia Pomorska w Słupsku
Tematy:
music education
early school age
piano
model situations
rhyme
Opis:
This article discusses the role of piano as a didactic aid in early education. The piano is a great aid to motivate, sparks creativity, and effectively engages children in the learning proces. A case study conducted by the author proposes different techniques of integrating the piano in the context of music lessons. The study contains a variety of musical activities and proposes specific teaching instructions to work with rhymes.
Źródło:
Ars inter Culturas; 2013, 2; 139-145
2083-1226
Pojawia się w:
Ars inter Culturas
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Narodziny i rozwój polskiej teorii wychowania estetycznego
Autorzy:
Marta, Gogłuska-Jerzyna,
Powiązania:
https://bibliotekanauki.pl/articles/892569.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
aesthetic education
education for art
education through art
visual arts education
music education
Opis:
The polish conception of aesthetic education began in the 1960s. The grounds of this theory were formulated by Bogdan Suchodolski, who recognised it as an integral part of general education. According to this theory, aesthetic education encompasses two areas: education for art, i.e. education for aesthetic sensibility and aesthetic culture, and education through art, i.e. development of full personality, also in the intellectual, moral, social, educational, imaginative and creative areas. Essential for the Polish theory of aesthetic education are the proposals and conclusions presented by Irena Wojnar, particularly her recognition of education through art as a creating an “open mind” attitude. A distinctive feature of Irena Wojnar’s pedagogical reflection on art is its interdisciplinary nature, which takes into account not only the educational one, but also the aesthetic, psychological and social perspective on the educational values and functions of art. The conceptions of visual art and musical education developed within the “general” theory of aesthetic education have been used in designing the music and visual arts curricula. The contemporary Polish theory of aesthetic education joined the stream of new educational thinking, in the perspective of cultural pluralism and new ethical and social obligations to individuals and to the world. The so perceived aesthetic education, recognised by UNESCO as an important part of education for culture, including the so-called human culture, deserves both the attention and interest of theorists as well as innovative practical solutions.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(3 (237)); 21-33
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Narodziny i rozwój polskiej teorii wychowania estetycznego
Autorzy:
Gogłuska-Jerzyna, Marta
Powiązania:
https://bibliotekanauki.pl/articles/1789863.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
aesthetic education
education for art
education through art
visual arts education
music education
Opis:
The polish conception of aesthetic education began in the 1960s. The grounds of this theory were formulated by Bogdan Suchodolski, who recognised it as an integral part of general education. According to this theory, aesthetic education encompasses two areas: education for art, i.e. education for aesthetic sensibility and aesthetic culture, and education through art, i.e. development of full personality, also in the intellectual, moral, social, educational, imaginative and creative areas. Essential for the Polish theory of aesthetic education are the proposals and conclusions presented by Irena Wojnar, particularly her recognition of education through art as a creating an “open mind” attitude. A distinctive feature of Irena Wojnar’s pedagogical reflection on art is its interdisciplinary nature, which takes into account not only the educational one, but also the aesthetic, psychological and social perspective on the educational values and functions of art. The conceptions of visual art and musical education developed within the “general” theory of aesthetic education have been used in designing the music and visual arts curricula. The contemporary Polish theory of aesthetic education joined the stream of new educational thinking, in the perspective of cultural pluralism and new ethical and social obligations to individuals and to the world. The so perceived aesthetic education, recognised by UNESCO as an important part of education for culture, including the so-called human culture, deserves both the attention and interest of theorists as well as innovative practical solutions.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(3 (237)); 21-33
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 59

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