The Views of the Prospective Teacher of Visual Arts on using the Films about Artists to Teach Art Criticism, Aesthetics, Art History and Art Production

Capar, Mustafa

doi:10.1016/j.sbspro.2012.08.146

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…Over the last twenty or so years, educators across a wide range of disciplines -psychology, counselling, leadership, nursing, science, fine arts -have recognised the pedagogic value of films in teaching and learning (Tipton and Tiemann, 1993;Bluestone, 2000;Kuzma and Haney, 2001;Masters, 2005;Marcus and Stoddard, 2007;Capar, 2012;Gallagher, Wilson and Jaine, 2014). They are an excellent vehicle for illustrating course content and making sense of abstract theories and concepts (Hannay and Venne, 2012), whilst promoting critical thinking, stimulating the senses and engaging emotions.…”

Section: Pitching the Screenplaymentioning

confidence: 99%

Movies in the Classroom: Lessons for Curriculum Design

Gritton

Stewart

Jeavons

et al. 2016

Compass

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TrailerPublic health is considered to be both a science and an art (Winslow, 1920; Faculty of Public Health, 2010), in which we seek to protect, improve and promote human health and enhance quality of life. It is a wide-ranging discipline, encompassing a broad mix of practitioners who work across a variety of organisational settings, and draws from science, technology, social sciences and law. Leadership, too, is often described as an art (Depree, 1989;Schein, 2005;Hodges, 2015) and as a field of study "draws on both the arts and the sciences" (Gill, 2006, p. 5). However, the word 'art' is frequently used indiscriminately and also ambiguously; it is a word that we often associate with the humanities, yet there has been relatively little discussion of how both public health and leadership, as subjects of study, are informed by the humanities. In what ways can the humanities, here largely defined as a collection of academic disciplines that include literature, drama and film, be used to enhance the learning of those practising, or seeking to practise, in the fields of public health and leadership?There is a burgeoning body of literature (Johnson and Jackson 2005;Cornett, 2006;Jensen and Curtis, 2008;Smith, 2009;Edwards et al, 2015) which suggests that, by incorporating into our teaching the humanities, including film, we can enhance the learning experience of our students and help lay the foundations for greater sensitivity, understanding and empathy, as well as make the learning more 'real'. In medicine, too, there has been growing interest in the use of the humanities to enhance medical training (Cassell, 1984;Sklar et al, 2002;Shapiro and Rucker, 2003;Blasco et al, 2005), with much of the literature suggesting that exposure can help make those who practise medicine more empathetic, understanding and thoughtful in their work. Why not, then, explore how this might be incorporated into the teaching of public health and leadership?In this short paper, we reflect briefly on an initiative, developed in the Faculty of Education and Health at the University of Greenwich, in which cinema is used to supplement teaching and augment the learning of public health, wellbeing and leadership students. We look at one film in particular to demonstrate how it enhances traditional classroom-based teaching. Pitching the ScreenplayWhy cinema in particular? We live in an age in which film, television and other visual media predominate. Visual images take centre stage in the news, advertising, entertainment and even education. Students spend a significant amount of their time in front of the small or big screen and are therefore more responsive, it is argued, to audio-visual stimuli than traditional, written forms of communication (Spielberger and Lieberman, 1985). This poses a challenge in higher education, where most learning materials are still in written form. How then can we, as educators, make our teaching more meaningful and relevant, whilst developing students' critical thinking skills? One possible strategy is to use carefu...

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Section: Pitching the Screenplaymentioning

confidence: 99%

Movies in the Classroom: Lessons for Curriculum Design

Gritton

Stewart

Jeavons

et al. 2016

Compass

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A Survey on Teaching with Movies in the Turkish Educational System

Yakar

2016

The Anthropologist

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تقييم مناهج الفنون التشكيلية بسلطنة عُمان في ضوء مفاهيم الثقافة البصرية ومهارات النقد الفني

الفارسية¹,

العامري²

2022

HSS

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تُعد الثقافة البصرية والنقد الفني أحد ركائز التربية الفنية المعاصرة. ولا تخلو مناهج الفنون من أهداف تسعى من خلالها إلى زيادة سعة الثقافة البصرية وتنميتها لدى الطلبة من خلال إستراتيجيات ومداخل علمية ثبت صحتها وفائدتها في مجال تدريس الفنون البصرية بشكل عام والفنون التشكيلية بشكل خاص. ونظراً لأهمية مكون الثقافة البصرية والنقد الفني في مناهج الفنون فقد أصبحت أحد معايير الحكم على مدى معاصرتها وفاعليتها في العملية التعليمية التعلمية. فهي تعتبر واحدة من أهم معايير المناهج المعاصرة في الفنون التشكيلية والتي تنص على أهمية استخدام الفنون التشكيلية في علاقة مع التاريخ والثقافات، وقد تم تحديد مستويات إنجاز بصفتها مؤشرات على تحقق تلك المعايير في محتوى مناهج الفنون. تهدف الدراسة الحالية إلى تقييم مناهج الفنون التشكيلية بسلطنة عُمان في ضوء مفاهيم الثقافة البصرية ومهارات النقد الفني من وجهة نظر معلمي الفنون التشكيلية العاملون بوزارة التربية والتعليم اختيروا عشوائيا بمجموع (88) معلمًا ومعلمة. ولتحقيق أهداف الدراسة استخدم الباحثان المنهج الوصفي التحليلي وتم إعداد استبانة تم التحقق من صدقها وثباتها بالطرق الإحصائية المناسبة. وأظهرت الدراسة عدد من النتائج أهمها أن الأهداف العامة لمناهج الفنون التشكيلية تساهم بنسبة قليلة جداً في إكساب الطلبة الثقافة البصرية ومهارات النقد الفني.

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The Views of the Prospective Teacher of Visual Arts on using the Films about Artists to Teach Art Criticism, Aesthetics, Art History and Art Production

Cited by 3 publications

References 8 publications

Movies in the Classroom: Lessons for Curriculum Design

Movies in the Classroom: Lessons for Curriculum Design

A Survey on Teaching with Movies in the Turkish Educational System

تقييم مناهج الفنون التشكيلية بسلطنة عُمان في ضوء مفاهيم الثقافة البصرية ومهارات النقد الفني

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