Temat: education through music - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Wpływ kształcenia muzycznego na rozwój właściwości osobowościowych i zachowań prospołecznych ucznia
The effect of music education on the development of student’s personality traits and prosocial behavior
Autorzy:: Zwiercan, Halina
Powiązania:: https://bibliotekanauki.pl/articles/901988.pdf
Data publikacji:: 2017
Wydawca:: Gdańska Wyższa Szkoła Humanistyczna
Tematy:: wychowanie poprzez muzykę
kształtowanie cech osobowościowych ucznia
education through music
developing the student’s personality traits
Opis:: The subject matter is characterized by showing how learning to play an instrument builds the self-esteem of students. The development of appropriate prosocial behavior, associated with performances at concerts and competitions, is also presented. Then the author describes the impact of playing in a band to feel empathy and development of interaction skills. At the end there is an analysis of the educational role of music classes, conducted in the form of team games using balls.
Źródło:: Studia Gdańskie. Wizje i rzeczywistość; 2017, Tom 14; 153-163
1731-8440
Pojawia się w:: Studia Gdańskie. Wizje i rzeczywistość
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

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

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Skocz do pozycji: 3.

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

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