Art Education Journal

Theoretical approaches to learning Art

"Every child is an artist. The problem is how to remain an artist once he grows. "

Picasso

As educational leaders, it is our duty to improve learning with theories that we learn through our experiences teaching our children that Picasso was so well made it could keep their imagination and continue to be artists for the rest of their lives. Art is "the use of skill and imagination in the creation of aesthetic objects, environments, or experiences that can be shared with others," according to Britannica Online. S. In the broadest sense is the only subject that has remained closest to the old Latin sense, meaning roughly "skill" or "trade" and an Indo-European root meaning "arrangement" or "organized." The purpose This article is to explore the applications of eight to ten theories and use them to teach art education, while explaining how the information contained in the matrix created, could be transferred and implemented for the education program art, while assessing the advantages and disadvantages of each theory of art.

Theories

In the 21st century, the educational system of the United States of America is in a process of change, in which it is the merger and integration of new curriculums, the theories and programs in the system. All programs that were created are focused on minority students, women, and students who have demonstrated one way or another at risk of not having the necessary conditions for success in the education system . However, the techniques required for teachers to interact with students has also been the evolution of writing to typing, books for computers, chalk boards for whiteboards, lectures on teamwork.

Philosopher-educator John Dewey suggested that Americans face a choice between teaching in terms of society and society in terms of education. . . . Democracy demands it and forcing people to develop the ability to interpret, understand and analyze knowledge, and to effectively communicate information, ideas and concepts. (Romanowski, 2006, 9A)

However, theories are not permanent. They change because of our needs, culture and beliefs realistic or accurate explanation of what truth and purpose of education (p. 4). This may be due a theory booted and LeCompte (1999) is the way "we organize and explain the world in which we live" (p. 3). Throughout history, our social and cultural beliefs influenced the education system with a range of social theories, including but not limited to functionalism, Marxism, interpretivism, and postmodernism, which have also influenced the art. Geertz (1998) states that "these approaches importance presentation of voice "multiple" of all participants - especially the less powerful members such as women, members of minority groups, and students "(Start and LeCompte, 1999, p. 38). In other words, education arts education in science, mathematics, and knowledge in general are important for all individuals, regardless of gender, age, ethnicity or social status. Theories of learning used in schools today are not confined to social learning theory, behaviorism, cognitive dissonance, the theory of contiguity, cooperative learning, Gardner, Piaget, the situated learning, Skinner, Vygotsky, Weiner, and Constructivism, among others.

theory of interpretation

The theory of interpretation that planning for school needs a systematic plan that has determined the goals or standards, as NCLB in 2001, writes from the rules and procedures, the hierarchy of authority, impartial treatment of students, hiring, and he characterized the progress on the basis of official credentials of teachers. The function of our schools is to give students the tools they need in the future the.