3S) AEYE- 3rd A Bharghava Shyam (26-Oct-2017)
Admission Number: MAE15007 (26-Oct-2017)
In any paper you need to first find a central
focus of what interests you. Perhaps in Arts and the curriculum it would be:
why use arts in the Curriculum.
You could begin by describing schooling as
basic to childhood (not there) and
moving to rigidity of formal instruction (you have mentioned) followed by energy of childhood ( scant
reference) and then leading to the open- ness of arts and immense possibilities
of arts in helping children develop in the multiple domains. ALL the material
of subject matter can come after this … link curricular approaches to classroom
content transactions
Such a outline would organize the matter. I
hope this will help. You are most welcome to seek further clarifications. Your
will to learn, reflect and progress is great.
Definitions/Meanings of Art &
Curriculum (Google):
Arts: Art is an expression or application of human creative skill and imagination, typically in a visual form, producing works to be appreciated primarily for their beauty or emotional power. It has various branches of creative activity.\
Curriculum: The subjects comprising a course of study in a school or college, integrated course of studies.\
Introduction:
Arts is the Creative expressions, unlimited (lots of)
imaginations, mental representation’s, 3H coordination’s (Head, Heart &
Hand coordination), Self-Identity, to mingle with others through the different
means like dance, drama, singing (Performing arts); Painting, drawing, (Fine
arts). Arts have aesthetic ideas and authentic learning. (Here you could link
it to children’s inherent energy and need for various ways to explore)
Curriculum can be the disciplines containing
the course of study in Institutions & also broadly defined as completeness
of student experiences that happens in the educational process.
Essay:
National Curriculum framework (NCF) 2005
also recommended arts education (Music, dance, theatre and also visual arts) in
schools till 10th standard, to maintain the unique cultural
diversity in our country; and also for exploration of nature and language;
understanding of self and others; by various arts forms like theatre, heritage
craft traditions etc.
We all know that art is a creative
activity, expression, representation etc. In this creative is inside the body
and expressing/activity is outside, that means art is a process between inside
and outside experiences. Then art can be done in inter- experiential space. For
this we need to see the value of intrinsic learning and external learning for
development of art education in children. Art is having authentic ideas
(psyche), authentic learning by the body.
(There has been some
thought but not enough implementation)
Curriculum
paradigms:
Allopathy, Homeopathy, Naturopathy aim is
same to cure the disease, but the way of treatment to patient is very much
different. Like this only, curriculum also, it has different approaches to
educate, but these approaches aim is to educate only. The approach (process to
educate) and model (The process of using) is very different.
(Link this thought to
how children learn)
These four are the different curriculum
paradigms that are
1) Managerial/Technical
Paradigm:
In this paradigm, curriculum is focusing
on outcome, in this most of the subjects will be evaluated based on the
performance of child. In this paradigm curriculum is having the planning,
organizing, control (use of power and resource), competition, etc.
In most of schools, curriculum is fixed,
its little difficult to go beyond that curriculum, they need to follow others instructions
to develop curriculum.
This makes fixed outcome from the school,
art can be fix in this curriculum paradigm, but it may expect fixed outcome from
students, so in this paradigm, art might not be fix in curriculum. This may
makes us dependent on external things instead of making authentic learner.
2) Critical
Praxeological Paradigm:
This approach of curriculum focuses on
critical understanding of structural matters of human context politically,
historically, biologically, economically, etc. like class, caste, gender,
religion, language, body etc. It’s about understanding of human context.
This curriculum approach is also might not
be suitable for arts, it’s mainly about understanding, not mainly focusing on
practicing. These all subjects are related to science (observation).
3) Constructivist
Paradigm:
In this model of curriculum, it mainly
focus on learning than product (end), it focus on experimentation and
innovation in classrooms, the teachers/students can be use the classroom as a
laboratory. In this there will be autonomy for teachers and students
(questioning the things), interactions between students and students; teachers
and students; etc.
In this model art can be fixed in the
curriculum, because art is ever learning process it has no end, in this
curriculum paradigm we can put art in curriculum, because it focus on learning
process than end.
4) Transformative/Emancipatory
Paradigm:
In this model the curriculum will say
about holistic understanding of human self, in this they (teachers) and
students are giving value for historical development and liberation. This
transformative approach of curriculum will focus on self-understanding
(Self-realization), emotional growth, how to be with others, ecological sensitivity,
etc. this approach makes self in transforming by its actions.
In this curriculum approach, arts is
naturally in curriculum, because this is related to psyche and also helps in focusing on self-understanding,
emotional growth. This will surely develop their actions in artistic forms.
Emotional growth and self-understanding makes to feel that “I am not the best
and I am not the least, but I am very special like you all others”.
These all curriculum models/approaches/paradigms
are water tighten, there is some overlapping between them. And these all
curriculum models are in the systematic analysis process. This can be done in
forming an ideological, formal, operational, hidden, curriculums.
We can put art education in curriculum. The basic
curriculum process has 3 steps that are one classification of available public
knowledge (like arts, language, science, math’s, etc.), two selection of
objectives (Why we are bringing this- creative thinking, to get fine and motor
skills etc.), three bridging the gap between public knowledge (arts) and
selection of objectives (Creative thinking, etc.), by an institution and
pedagogy. (Link this to
children’s leaning for play and its potential for being a source of learning
through fun)
When we are putting arts in curriculum we
need to think/assume on many things like assumption about children’s learning,
assumption about teachers teaching, assumption about learner and teacher;
assumption about school and schooling process; assumption about knowledge and
behaviour; assumption about thinking and assessment. We can take only the
interjection of these all assumptions, because children mind is not ready to
take all at same time.
These all curriculum process emphasis on
individual (Child), knowledge and society.
Arts in the Curriculum:
Art is an embodied activity of
transforming the things and actions, not an activity of misleading thoughts and
actions.
Arts in the curriculum need to be the
embodied activity rather than product based activity. This means, most possibly
artist (teacher) only need to be the curriculum. Then only art education will
be more organic and useful. In product we can judge and finalize the things,
but in engagement it is difficult to judge and finalize because it might be in
ever changing process. Arts start with psyche (thoughts) and it is the source,
and done by body (actions, expressions) it never become a product (finished
thing).
For art education most possibly we should
use the minimum abstract knowledge for students. Artist only possibly need to
be the curriculum. Art is an embodied activity that can be done by artist only,
art doesn’t meant for copying things and interpreting actions (Instead of
copying, we need to inspire from things and actions). Copying things will
happen without any reflection, inspiration happens with self-reflections. Arts
is a process of changing/transforming the form, it is primary thing in arts in
a unique way by individuals. This might be possible through the engagement in
that activity.
Ex. making toy from clay, we are
transforming the clay with our body and mind activities. Walking like other
person might called imitation, they may never become authentic.
We need to put performing arts in
curriculum for their physical development through the physical creative
activities like theatre etc. Fine arts for hand and eye coordination ex.
Drawing, painting, etc. We can include art education in different subjects also
with embodied curriculum (artist).
Ex.
1) Science
Subject.
The basic source of science subject is
observation, the product of science subject is theoretical (abstract)
knowledge, as a science teacher I need to teach science by its source. We can
teach science by observations of nature, society, etc. While doing observation
we need abstract knowledge for guidance, not as a substitute for experience. We
can’t show everything by observation because something are not concrete and
some it’s very difficult to show because of farness, etc. for this thing we
need to make them to feel (Anubhuti).
Ex. Teaching photosynthesis can be done
through the observation also, we try for that, (It take long time, but they can
remember for in long last)
2) Language
We are teaching the language for
expressing the feelings, actions, thoughts, experiences, etc. (Internal through
thought & externally through talking language helps in expressing). Teaching
language is for expanding the possibilities of expression. We can also try to
make then expressing in a way through bodily activities, narratives, poetry,
writing, etc.
For arts education teacher is only needed
to be the curriculum for me.
In writing a paper
you need to synthesize your thoughts. You have collected definitions but you
need to link it to childhood and how children can benefit through such
processes. Also you have not cited references. You have to understand and
present your viewpoints. 7/10
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