Fostering Artistic Reflection Skills in Student Pre-School Educators Seen as Artistic Competence Development

Abstract

<p style="text-align: justify;">The purpose of the study is to identify how the instructional model influences students’ reflective disposition and how the students perceived the intervention. The study addressed the research questions through the ‘Artistic Reflection Scale’ for student pre-school educators that consisted of four domains such as students’ observation skills, critical analysis skills, evaluation skills, and the occupation application of artistic reflection, and the course satisfaction questionnaire. The study found that the technology of artistic reflection and image creation was effective in fostering students’ artistic reflective thinking comprising observation skills, critical analysis, their art output evaluation skills with a focus on sharing their reflective experience with the preschoolers. The artistic reflection scale was proved to be a reliable instrument in measuring students’ reflective thinking skills. The study found a change in the artistic reflective skills of the experimental group students was substantially greater than in the students of the control group. After the intervention, there was a shift from the basic level of artistic reflection to the higher levels in the experimental group students, and the proportion of the students being at this stage reduced, while the other proportions increased.</p>

Creating a violin orchestra in pre-school education: Voices of hope

“…No caso específico da abordagem da música, esta contempla a interligação de audição, interpretação e criação, em que a criança dá continuidade às emoções e afetos vividos como contributo para o seu prazer e bem-estar. Pressupõem uma experiência sistemática e contínua, com uma intenção específica, direcionada para um desenvolvimento progressivo das competências musicais da criança e alargamento do seu quadro de referências artísticas e culturais (Gobierno de Chile, 2002;Savluk et al, 2021;Silva et al, 2016).…”

“…Neste contexto e, lamentavelmente, os profissionais da Educação Pré-escolar em Portugal não possuem uma formação relevante para o desenvolvimento da música ou da expressão musical como está proposto nas diretrizes (Carrachás, 2019;Román & Torrecilla, 2010;Savluk et al, 2021), como podemos observar no Enquadramento e nos Pressupostos do Programa Nacional de Educação Estética e Artística da Direção Geral de Educação do Ministério de Educação em Portugal, iniciada no ano de 2012 (Decreto-Lei, 14/2012; Despacho n.º 2536/2014).…”

Visualising relativity: assessing high school students’ understanding of complex physics concepts through AI-generated images

“…This approach also allows students to express their thinking through the use of images, promoting higher-order thinking skills. Moreover, artistic reflection and image creation have been found to be effective in fostering students' reflective thinking skills, such as critical analysis, and evaluation skills [12].…”

Development of acmeological competencies of future preschool organisation teachers

“…They need to be able to prepare an educational environment that can improve their creative thinking skills and be a suitable model for children in this regard (Yolanda, 2020). Since traditional methods used in education are insufficient to develop creativity, teachers' ability to reveal their potential by using new approaches and creating a classroom environment that activates creative thinking can only be realised if they have creative thinking characteristics (Savluk, Polovina, Kondratets, & Dovbnia, 2021). The teaching profession is a profession that requires using creativity at every stage of education.…”