Technology as Arts-Based Education: Does the Desktop Reflect the Arts?

Gouzouasis, Peter

doi:10.3200/aepr.107.5.3-9

Cited by 11 publications

(4 citation statements)

References 10 publications

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“…Những sản phẩm được chế tạo phải đáp ứng được yêu cầu về chức năng, công dụng và thẩm mĩ thì mới dễ dàng được chấp nhận trên thị trường và mang lại doanh thu cho các công ty. Bởi các ngành này đều có những tác động qua lại giữa khoa học, kĩ thuật và được biểu hiện dưới con đường mĩ hoá sản phẩm của nghệ thuật như Gouzouasis (2006) nhận định: "Các công nghệ mới dựa trên cả kiến thức nghệ thuật và khoa học, mỗi ngành lại đóng góp vào những thiết kế của nhau". Hay Pease (2014) từng phát biểu: "Các nhà lãnh đạo trong ngành như Boeing, Nike, Apple, Intel, 3M và nhiều công ty khác cho rằng thiết kế hoặc sự sáng tạo là ưu tiên hàng đầu của các công ty của họ khi tìm kiếm các giải pháp sáng tạo".…”

Section: địNh Hướng Thẩm Mĩ Cho Học Sinhunclassified

Vai trò của nghệ thuật trong phương pháp giáo dục STEAM

Dieu¹

2022

DThU JoS

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Nghệ thuật trong giáo dục STEAM tạo cơ hội cho môi trường giáo dục hoạt động giống với thế giới thực bằng cách phát triển các kết nối giữa nội dung học thuật và thực hành. Việc đưa nghệ thuật vào STEAM giúp người học có khả năng giải quyết các vấn đề trong thực tiễn bằng cách sử dụng các kĩ năng và kiến thức liên môn, củng cố tư duy sáng tạo và đổi mới. Nghệ thuật giúp học sinh và các nhà giáo dục tìm hiểu, đối thoại, giải quyết vấn đề và học tập trải nghiệm, STEAM trở thành phương pháp giáo dục hiệu quả giúp học sinh nâng cao khả năng sáng tạo, tư duy phản biện và giải quyết vấn đề, kĩ năng ra quyết định cao hơn, học trực quan tốt hơn, tăng sự tương tác giữa các học sinh và định hướng thẩm mĩ. Qua đó cho ta nhận thấy được vai trò quan trọng của nghệ thuật trong phương pháp STEAM .

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Section: địNh Hướng Thẩm Mĩ Cho Học Sinhunclassified

Vai trò của nghệ thuật trong phương pháp giáo dục STEAM

Dieu¹

2022

DThU JoS

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“…Heilig et al (2010) and Allina (2018) provide a discussion of the many intended and unintended consequences including debates that might flare up from the proponents of a particular discipline, such as science versus arts. Gigliotti (2001), Gouzouasis (2006), Choi and Piro (2009), Patton and Buffington (2016) and Hebert (2016) consider arts education policy challenges in today's (and tomorrow's?) digital and technological world.…”

Section: Artistic Encoding Of Knowledgementioning

confidence: 99%

The universal language: mathematics or music?

Kashyap

2021

JME

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Purpose Music could be a challenger for mathematics and a potential candidate for the title “The Universal Language.” This paper aims to discuss the primary objectives of engaging with music, including the therapeutic benefits. Similarities, between mathematics and music and how studying one might enhance one’s abilities of the other are pointed out. Design/methodology/approach A formal definition for a universal language is given. A qualitative approach, supplemented with rigorous reasoning, is adopted. The narrative relies on the author’s experiences, teaching mathematical concepts and musical interactions, with students from several countries. A vast amount of literature is reviewed and the corresponding findings are connected toward the arguments made. Findings The paper demonstrates that one day, once we understand both mathematics and music better, we might see both of them as the same language. Until then, it is essential to supplement mathematics with music. The educational implications, for all fields, are to ensure that the future creators of knowledge are equally adept at both music and mathematics. The wider policy connotations are to create a blueprint for a society with a vibrant musical and artistic environment. Originality/value This study illuminates new ways of thinking about music and mathematics. The possibility that many seemingly complex entities (including our universe, virtual computer worlds, mathematical operations, etc.), are made up of combinations of much simpler building blocks is hinted at. Familiarity with any intricate element of life, without getting flustered, is bound to produce remarkable results in other such endeavors.

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“…This finding was also acknowledged by Amalie Walker Hinson (2004) in her dissertation titled "The Effects of Web-Based Music Appreciation Instruction on Students' Attitude Toward Western Art Music." Perhaps this illustrates Peter Gouzouasis's (2006) critique that "experienced teachers in the [arts] system lack the foundation for teaching an integrated arts and technology curriculum" (p. 7).…”

Section: Technologymentioning

confidence: 99%

Teaching Music to the Non-Major

Enz

2013

Update: Applications of Research in Music Education

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Coursework in the fine arts is a cornerstone of general education requirements at institutions of higher education. University curriculum designers, faculty, administrators, accrediting agencies, and the general public recognize the arts as an essential component of a liberal education. The National Association of Schools of Music (NASM), the accrediting association for music in higher education, recommends that institutions "provide nonmajor students with opportunities to develop awareness and understanding of music as an integral part of the liberal education and the human experience" and that music faculty and administrators be actively involved in the education of the general university student (NASM, 2009(NASM, /2010.Educating the student pursuing a degree other than music (hereafter referred to as the non-major) has been a traditional responsibility of college and university music departments. According to the NASM, this responsibility unfortunately often becomes a secondary concern as the education of the music major takes precedence (Maris, 2006). "As a result, the cultural involvement of the public is not sufficient to take full advantage of the high level and quality of artistic activity available" (NASM, 2009(NASM, /2010. Moreover, many scholars believe that the college student not pursuing a degree in music is perhaps the most valuable asset music has both in terms of advocacy and economy. This student will become a patron of music and may perhaps serve as a board member of an arts organization or even become a school principal or provost of a university and be required to make decisions that affect arts education (College Music Society [CMS], 1981a).Educating the non-major is a topic of particular importance at specialized institutions that offer no degree programs in music or offer only liberal arts music degrees (e.g., Purdue University, Michigan Technological University, and other engineering and technological institutions). These schools have special responsibilities to provide liberal arts music courses for the general university student, as well as elective experiences in applied music. Students generally take at least one music or arts course before they graduate-whether be it in theory, appreciation, history, or a performance ensemble. Music faculty at these institutions have special responsibilities and a unique mission requiring special instructional methods and curricular approaches. Such programs can be thought of being devoted entirely to educating the 502344U PDXXX10.

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Technology as Arts-Based Education: Does the Desktop Reflect the Arts?

Cited by 11 publications

References 10 publications

Vai trò của nghệ thuật trong phương pháp giáo dục STEAM

Vai trò của nghệ thuật trong phương pháp giáo dục STEAM

The universal language: mathematics or music?

Teaching Music to the Non-Major

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