The Importance of Art-Based Curriculum in Peace Education

Abstract

The present study aimed to draw attentions toward the importance of art-based curriculum in peace education. Arts education can nurture humanitarian and peaceable children. However, arts education and its effect on developing ethical skills, compassion, sympathy and peace have been neglected in many societies. In this research, by analytical-descriptive method, the interaction between arts education and peace education has been explained. The main finding of this research is that Arts education through various methods including visual arts, performing arts, cinema, and music provides different methods for revolutionizing the mind. Therefore, the role of content mediation of art for understandability of the truth about peace could not be neglected. Art as content becomes the mediator for understanding and nurturing peace.

Gaining of common culture perception to students in divided societies and the role of Art course in this context; Northern and Southern Cyprus

“…Barkhordari et al [2] studied the popularization of peace culture through art education and stated that including cultural phenomena especially in the contents of course curricula had positive effects on individuals. Teachers were also asked about their opinions on extra-school trips and visits to historical places in the application process of the course.…”

How the fine arts create the finest students: A design thinking study

“…The implications of this study's findings directly connect with the discoveries from the literature review. For example, several of the skills consequential from artmaking and design thinking included emotional intelligence (Morris et al., 2005), effective conflict resolution (Barkhordari et al., 2016), creativity (Hetland et al., 2013; Stewart, 2019), innovation (Berk, 2016; Crites & Rye, 2020; Verganti et al., 2021), critical thinking (Kulinski, 2018), collaboration (Hughes et al., 2019; Kangas et al., 2013), improved self‐efficacy (Lawton, 2014), reflection (Koh et al., 2015’ Vista, 2020), constructive critique (Kohl & Oppenheim, 2012) and foresight (Christakis & Baush, 2006), among others. Therefore, the implications from this study indicate that the advantages stemming from engaging in the creative process are instrumental to undergraduate non‐art majors' development of 21st‐century skills.…”