11/01/2012 – In Arte – Sao Paulo – Magazine – Nereide Schilaro Santa Rosa

The ways of art in school (Click to see the original article)

The thought in art is a transformative action that disturbs, provokes, questions and reflects. That is an action that involves affection and cognition, movement and emotion. Arts education in the primary school makes the light educator to their students the universe of new concepts and the possibility of new experiences, through reflections and discoveries about the art making. It also allows the art knowledge in an interdisciplinary context and its complementarity with the humanities and other media.

Signals the student how to make art in the contemporary world and gives the opportunity to discover and search this artistic practice of his time with reflections in all areas.

The critical student acquires a conscious understanding of art and its representations in texts and images. This understanding provides the student realizes how art produces and reproduces identities, whether individual or collective. The symbolic representations of these identities, The study of art favors this development, and the educator should use it whenever possible to ensure access for your student to the expressiveness, creativity, and cognitive assessment.

This access will be naturally the mediation of the teacher encourage the production, enjoyment and reflection. Production refers to the artistic work and the range of issues related to it, in the making of the student and social producers of art. The enjoyment refers to the significant appreciation of art and the universe related to it. Such action includes the enjoyment of the production of the students and the socio-historical production in its diversity.

Reflection refers to the construction of knowledge about personal artwork and colleagues and the art as a product of history and multiplicity of human cultures, with emphasis on cultivated training of citizens. The artistic work captivates children and young people. It is for the teacher to provide spaces that “make” is contextualized and not get lost in mere superficial and primitive activities.The do must be accompanied by understanding, knowledge and involvement, especially critical in social and even political. The do must be accompanied by the historical context and information about the observed artists, as well as your preferred resources for carrying out their work.

With skill, all this can turn into a playful moment through games and challenges. The artistic work should not be developed only from re-readings of works, which has become a practical and even common overuse among educators.We must stimulate the visual perception of children and young people, but you also need to challenge them to think about what they perceived.

After all, the arts are forms of expression that focus on images and actions, bodies and movement, by which we understand the world we live in, learning to deal with it. So know our history, rites and beliefs, our reactions and actions through time and space. It is the job of educators provide this contact students and at the same time, develop ways in the classroom for young people to become agents of change through art.

THE CRITICAL STUDENTS ACQUIRES A UNDERSTANDING AWARE OF THE ART AND REPRESENTATIONS BY TEXTS AND IMAGES. UNDERSTANDING THAT PROVIDES TO EDUCATING NOTICE AS ART PRODUCES AND PLAY IDENTITIES, ARE INDIVIDUAL OR COLLECTIVE, AND REPRESENTATIONS-GUIDELI SYMBOLIC OF THESE IDENTITIES