The development of a model of creative space and its potential for transfer from non-formal to formal education

White, Irene; Lorenzi, Francesca

doi:10.1007/s11159-016-9603-4

Cited by 14 publications

(4 citation statements)

References 40 publications

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“…All this is carried out based on many principles of teaching activity and in particular such as consciousness, visualisation, activation of cognitive activity, which in turn leads to increased independence in additional study of the material and the creation of a model of their future professional and other activities within the framework of the development of a value system of reproduction of their ideological and thinking, creative processes. This is the first step in production activities and in the framework of the manifestation of artistic practices, which in the future will affect the lives of everyone around us (White & Lorenzi, 2016).…”

Section: Resultsmentioning

confidence: 99%

Development of students' communicative culture in the context of artistic practices

et al. 2021

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The relevance of the research is conditioned upon the problem of developing a communicative culture among students, considering the influence of the artistic component, both its professional part and the social one, explained by the introduction of the presented artistic image into the life of the younger generation. The purpose of the article is to develop a model for the development of communicative culture among students. The leading method to investigate this problem is the B.I. Dodonov method, studying the emotional, motivational component of the personality, considering the emerging emotional background as a value on which the health and quality of life of a person depend. Depending on being in a certain artistic component, an individual has various experiences at the psycho-emotional level, which form a motivational environment for perceiving the world and the course of personal actions based on getting into various life situations. This model, based on artistic practices, creates conditions for the holistic development of the individual, aimed at preserving psychological and physical health, both personal and others, which is of practical importance for the education and well-being of society.

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Section: Resultsmentioning

confidence: 99%

Development of students' communicative culture in the context of artistic practices

et al. 2021

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“…Lebih spesifik lagi, penelitian serupa menjelaskan bahwa pendidikan nonformal dapat menjadi modal utama dalam melawan kemiskinan dengan memberikan pelatihan untuk meningkatkan keterampilan sehingga lebih produktif terutama bagi pengangguran dan mengontrol arus perpindahan penduduk (Armoyu, 2013(Armoyu, , 2014Ihejirika, 2012). Pendidikan nonformal dilaksanakan di luar sistem pendidikan formal (Sukrianto & Lakoro, 2022;White & Lorenzi, 2016). Pernyataan tersebut diperkuat oleh penelitian serupa yang menyatakan bahwa pendidikan nonformal bersifat merakyat karena mengusung konsep bermasyarakat (Chan & Collet, 2019;Lukman, 2021).…”

Section: Pendahuluanunclassified

Pendidikan Nonformal Sebagai Solusi Pemecahan Masalah Sosial di Gang Rawa Jaya 1 Kota Samarinda

Lukman¹,

Sukapti²,

Sanjaya³

et al. 2022

IJCSL

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Masalah sosial merupakan masalah bersama yang membutuhkan penanganan, dan pemecahan, serta perhatian dari berbagai pihak terkait. Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah unutk mengatasi masalah tersebut dengan pendidikan nonformal yang dapat menjadi solusi pemecahan masalah sosial pada masayarakat sebagai akibat dari keterbatasan ekonomi. Adapun tahapan dari pengabdian ini, yaitu tahap persiapan, tahap pelaksanaan, dan tahap evaluasi. Kegiatan pengabdian kepada masyarakat dilakukan di kelompok belajar Gang Rawa Jaya 1 Kota Samarinda. Lokasi ini dipilih karena kelompok belajar tersebut menjadi salah satu mitra yang menjadi solusi atas masalah sosial masyarakat disekitarnya. Secara umum, orang tua dari peserta didik pada kelompok belajar ini berprofesi sebagai tukang sampah, satuan pengamanan (satpam), tukang atau buruh tetap, tukang atau buruh lepas, karyawan toko, dsb yang rata-rata penghasilan beberapa diantaranya di bawah UMR. Kegiatan pengabdian kepada masyarakat ini menghasilkan luaran berupa terbentuknya kelompok belajar dengan kegiatan pembelajaran yang kreatif, inovatif, serta menyenangkan untuk peserta didik. Hasil pengabdian kepada masyarakat ini diharapkan dapat mengatasi segala permasalahan pembelajaran non-formal yang ada di Gang Rawa Jaya 1 Kota Samarinda dan sekitarnya.

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“…De hecho, la educación artística se fundamenta en que el crecimiento personal del individuo proviene, entre otras, de las múltiples experiencias humanas de diálogo con las artes, experiencias que implican una transformación personal (White & Lorenzi, 2016), por lo que debemos garantizar su presencia tanto en los ámbitos educativos formales como en los no formales, una actitud y un interés por vincular formas e ideas derivadas de la música, la pintura, la escultura, la danza, la literatura, la poesía o el cine, y de las relaciones que se generan entre sí. Este intercambio que se establece con el Arte es singular para cada individuo y depende de cómo cada sociedad le procure un acceso, resultando difícil establecer fronteras en cada una de las artes e incluso encontrar una descripción del verdadero significado de lo que comúnmente definimos como "Arte".…”

Section: La Educación Artística Y El Universo De Las Emocionesunclassified

Emociones en La Experiencia Artística: Claves Para El Desarrollo Educativo Y Social / Emotions in the Artistic Experience: Keys to Educational and Social Development

Calderón

Gustems-Carnicer²,

Piñol³

et al. 2020

Artseduca

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Several studies support the role of art in the attainment of the well-being of individuals and groups, and to evoke positive emotions. Our study aims to know what emotions are caused by the use of each art in young people and adults, establishing differences according to sex, age, educational level, artistic knowledge or artistic experience, to make educational proposals. This paper is a descriptive exploratory correlational study that analyzes the link between art and wellbeing through an ad hoc on-line questionnaire, applied to 497 participants, aged between 14 and 84 years. Percentages, correlations, statistical differences and the sphericity test of Barlett have been used. The data obtained allow us to point out how the arts mainly promote positive emotions. By gender, few differences have been found in the emotional response provoked through art, although differences according to age, level of general and artistic studies, artistic experience, and each art can be appreciated. The use of the arts in education must attend to their different emotional evocative capacity. The characteristics of the students should be taken into account in any artistic project proposal that pursues the individual and social wellbeing, both in formal and non-formal educational spaces. The therapeutic spaces, and social and educational institutions should make an effort in guaranteeing and promoting this type of activities to promote an effective emotional education.Numerosos estudios avalan el papel del arte en la consecución del bienestar de los individuos y grupos, y por evocar emociones positivas. Esta investigación pretende conocer qué emociones son provocadas por el uso de cada arte en jóvenes y adultos, estableciendo diferencias según sexo, edad, nivel educativo, conocimientos artísticos o experiencia artística, de forma que permita efectuar propuestas educativas. Se trata de un estudio descriptivo exploratorio mediante la aplicación de un cuestionario on line construido ad hoc y validado, aplicado a 497 participantes, entre 14 y 84 años. Se han utilizado porcentajes, correlaciones, diferencias estadísticas y la prueba de esfericidad de Barlett. Los datos obtenidos permiten señalar cómo las artes promueven principalmente emociones de carácter positivo. Por sexos, se han encontrado pocas diferencias emocionales por el arte, aunque sí se aprecian diferencias según edades, nivel de estudios generales y artísticos, experiencia artística y cada arte. Las características del alumnado deberán tomarse en cuenta en cualquier propuesta de proyecto artístico que persiga el bienestar individual y social, tanto en espacios educativos formales como no formales. Los espacios terapéuticos, e instituciones sociales y educativas deberían hacer un esfuerzo en garantizar y fomentar este tipo de actividades para promover una educación emocional efectiva.

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The development of a model of creative space and its potential for transfer from non-formal to formal education

Cited by 14 publications

References 40 publications

Development of students' communicative culture in the context of artistic practices

Development of students' communicative culture in the context of artistic practices

Pendidikan Nonformal Sebagai Solusi Pemecahan Masalah Sosial di Gang Rawa Jaya 1 Kota Samarinda

Emociones en La Experiencia Artística: Claves Para El Desarrollo Educativo Y Social / Emotions in the Artistic Experience: Keys to Educational and Social Development

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