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Sanatın ana kaynağı doğadır. Ancak her şekilde değişen bir doğa atmosferi söz konusudur. İnsan doğaya kendi bildiği ölçüde anlam ve değer yükler. Sanat alanındaki yansımalar bireyin iç dünyasındaki değerler manzumesiyle mümkün olmaktadır. Dış dünyadaki saf doğal alanların azalmasına karşılık bilim teknolojileri açılımları insan hayatlarını farklı bir şekilde zenginleştirmektedir. Günümüzde artık saf bir doğadan söz edilemeyeceğine göre sanatta da bir değişim görülecektir. Bilişim teknolojileri çağında da elbette duyuş, düşünüş, analiz-sentez, karar verme, uyarıcılar vb. ile geçmişe göre daha farklı gerçekleşecektir. Dolayısıyla bireyin iç ve dış dünyasının uyandırdığı tepkiler ortama, malzemeye göre farklılıklar göstererek, ürüne veya esere de farklı yansıyacaktır. Böyle bir atmosferde yeni biçimlendirmelere ihtiyaç vardır. Bu sebeple sanat eğitimi derslerinde öğrencileri yeni materyallerle tanıştırmak çok önemlidir. Eva etil vinil asetattan mamul olup, esnek bir yapıya sahiptir. Ayrıca geri dönüşümlü, bakteri üretmeyen ve özellikle birçok sanayide kullanılan bir üründür. Makalemizde, nitel araştırma yaklaşımı benimsenerek doküman analizi tekniği ile 2014-2015 eğitim-öğretim yılında Marmara Üniversitesi Atatürk Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği Ana Bilim Dalı Sanat Eğitimi dersi kapsamında “eva” ile uygulanmış olan çalışmalar incelenmiştir. The main source of art is nature. However, the atmosphere of nature keeps on changing. Humans attribute meaning and value to nature according to their knowledge. The reflections in art are possible only through the combination of the values in the inner lives of individuals. Even though pure, natural areas in the outside world continue to decrease, developments in scientific technologies enrich the lives of people in a different manner. Since today we cannot talk about a pure nature, a change is bound to happen in art as well. Hearing, thinking, analysis-synthesis, decision making, stimuli etc. will actualize differently in the age of information technologies. Thus, the reactions caused by the inner and outer worlds of the individual will change according to the environment, material and reflect differently on the product or artwork. New formalizations are necessary in such an atmosphere. Thus, it is important to introduce new materials to students in art education classes. Eva is made up of vinyl acetate and has a flexible structure. In addition, it is a product that is used in many different industries as a recyclable material that does not generate any bacteria. In our article, works applied using “eva” within the scope of Art Education course as part of the Classroom Teaching Department in the Marmara University Atatürk Faculty of Education Primary School Department during the 2014-2015 academic year were examined with the document analysis technique by adopting a qualitative research approach.

Design Thinking is a collaborative, interdisciplinary, innovative, creative, problem-solving andhuman-centered process for creating user-oriented products, services or experiences. Because of its ability tofoster creativity and innovation, it is applied in the fields of industry, business, engineering, technology andeducation by applying an empathetic, flexible and iterative approach. Along with the search for a teachingstrategy for the acquisition of 21st century skills, there has been an intense and broad interest in DesignThinking applied in education in recent years. Since the design thinking approach is similar to the contentof the theoretical and practical applications of the artistic production process, art and design thinking arerelated concepts.The study aimed to determine the interaction between design thinking and art and also the development ofan individual’s design thinking skills through art education. As a result of the literature review; by examiningthe relationship between art and design-oriented thinking, it has been evaluated common and influencesides each other with art education, and the ability to develop design thinking skills through art educationis also determined and discussed. The paper also presents some evaluations and recommendations aboutraising productive individuals with design-oriented thinking through effective art education., Tasarım odaklı düşünme, kullanıcı odaklı ürünler, hizmetler veya deneyimler oluşturmak içinişbirlikçi, disiplinlerarası, yenilikçi, yaratıcı, problem çözmeye dayalı ve insan merkezli bir süreçtir. Empatik,esnek ve yinelemeli bir yaklaşım uygulayarak yaratıcılığı ve yeniliği geliştirme yeteneği nedeniyle, orijinaltasarım çalışması alanının ötesinde endüstri, işletme, mühendislik, teknoloji ve eğitime uygulanmıştır. 21.yüzyıl becerilerinin kazanımı için bir öğretim stratejisi arayışıyla birlikte, son yıllarda eğitimde uygulananTasarım Düşüncesine yoğun ve geniş bir ilgi olmuştur. Tasarım odaklı düşünme yaklaşımı, sanatsal üretimsürecinin teorik ve pratik uygulamalarının içerikleriyle benzerlik gösterdiğinden sanat ve tasarım odaklıdüşünmenin birbiriyle ilintili kavramlar oldukları görülmektedir.Bu çalışmada, tasarım odaklı düşünme ile sanat arasındaki etkileşimin ve sanat eğitimi yoluyla bireyintasarım odaklı düşünme becerilerinin gelişimi arasındaki ilişkinin belirlenmesi amaçlanmıştır. Literatürtaraması sonucunda; sanat ve tasarım odaklı düşünme arasındaki ilişki incelenerek sanat eğitimi ile ortak vebirbirini etkileyen yönleri üzerinde değerlendirmeler yapılmış, sanat eğitimi yoluyla tasarım odaklı düşünmebecerilerinin geliştirilebilirliği tartışılmıştır. Ayrıca etkili bir sanat eğitimi ile tasarım odaklı düşünme yapısınasahip, üretken bireyler yetiştirilmesi ile ilgili tespitler ve önerilere yer verilmiştir.

Este artículo recoge el proceso y resultados de un proyecto educativo, artístico y expositivo realizado por más de un centenar de estudiantes del Grado en Magisterio de Educación Infantil de la Universidad de Alcalá al amparo de la Cátedra de Investigación Isabel Muñoz Caravaca. «Mujeres artistas españolas. Marionetas de papel» es el tema y título que identifica la muestra de 32 grandes marionetas inspiradas en artistas plásticas españolas femeninas, desde la Edad Media, hasta los años 70 del siglo XX. Los objetivos del proyecto se centran en promover el interés, la sensibilización y la reflexión acerca de las artistas españolas fomentando su conocimiento e investigación, el uso de técnicas y disciplinas artísticas y la difusión de los trabajos generados a través de exposiciones, publicaciones e internet. Los resultados obtenidos de las creaciones plásticas y la gran participación y transmisión de la propuesta indican que es posible y beneficioso utilizar la educación artística desde un enfoque cualitativo para abordar temas que afectan a reivindicaciones de tipo social y cultural, como es la visibilización y recuperación identitaria de artistas del Estado español., This article presents the process and results of an educational, artistic and exhibition project done by students of the Degree in Early Childhood Education at the University of Alcalá. "Spanish female artists. Paper puppets" is the theme and title that identifies a sample of 32 great puppets inspired by Spanish female artists, from the Middle Ages to the 70s of the 20th century, made up by more than a hundred students under the Isabel Muñoz Caravaca Research Chair. The exhibition aims to foster awareness, interest and reflection on Spanish female plastic artists by promoting their knowledge and research, the use of arts-based techniques and disciplines and the dissemination of work created through exhibitions, publications and the internet. The results obtained from the artwork along with the considerable participation and transmission of the proposal indicate that it is possible and beneficial to use art education from a qualitative approach to address issues that affect demands of a social and cultural nature, such as the visibility and identity recovery of Spanish State artists.

An introductory course for kindergarten, primary schoolteachers, art teachers, nature pedagogues, environmental educators, special needs teachers, academicians, 3rd and 4th year students in these fields as well as people working with young children. The course is intended to support educators to engage children in nature and outdoor learning. Composed of both indoor and outdoor sessions participants will learn how to spend time with children in nature and experience the basics of art-based environmental education.

Las nuevas formas de arte participativo y comunitario pretenden desarrollar el potencial del arte como herramienta para la justicia social. En este artículo, repasamos algunas referencias destacadas en el devenir histórico de las artes comunitarias y participativas. Este tipo de iniciativas están conociendo una interesante traslación al ámbito de la educación formal, como vehículo de consciencia social entre los más jóvenes. La repercusión real de este tipo de propuestas, sin embargo, ha sido objeto, en los últimos años, de sugerentes controversias. ¿Debemos definir indicadores objetivos para validar con mayor rigor estadístico qué impacto social tiene realmente el arte en contextos sociales, más allá de las promesas bienintencionadas de artistas, comisarios o agentes culturales? ¿O es preferible, por contra, optar por estudiar casos específicos con una mirada cercana, en la tradición interpretativa? La experiencia que proponemos como caso de estudio es analizada, en el presente artículo, desde la segunda opción, la que privilegia la voz de los participantes y se propone dar cuenta de su experiencia vivida. La investigación proporciona evidencias de que los participantes desarrollaron las posibilidades de las formas de arte participativo, y de que la experiencia contribuyó de modo significativo a su reflexión sobre problemas asociados a un colectivo humano determinado, y sobre actitudes como la empatía, la solidaridad y el compromiso. New forms of participatory art and community based art seek to develop the possibilities of art as a tool for social justice. In this paper, we will summarize some aspects of the historical evolution of commu-nity and participatory arts. These kind of experiences are also being transferred to the field of school education, as a vehicle for social engagement among young people. However, the real impact of such art forms has been the subject of interesting controversies. Should we define objective indicators and engage in statistic studies, in order to accurately assess the actual impact of art in social contexts, be-yond the well-intentioned promises of artists, curators or policy makers? Or would be a better option to choose a specific-case approach, based on a close look, in the interpretive tradition? The experience that we summarize in this paper as a case study is analyzed from the second perspective. Our aim is to privilege the voice of the participants in order to elicit, to some extent, their lived experience. The research provides evidences that the participants understood the possibilities of participatory art forms. The experience seems to have contributed significantly to the participant’s reflection about the problems of a specific group or community, and to the development of attitudes such as empathy, solidarity and social engagement.

The measures taken by governments to control the spread of the COVID-19 virus, such as social distancing and home confinements, had a direct implication on educational centers, making it necessary to change rapidly from face-to-face to online learning. Practical sessions as well as active methodologies, which are based on interaction between students and teachers, were particularly affected by these measures. This study uses a single descriptive case study on the implementation of an online art education project in the sixth year of primary education that analyzed the context of the group in relation to ICT. The project was documented and the virtual interactions between students and teachers are described. The results show that the students had hardly any difficulties in using the digital platform, having participated in a previous blended learning project. However, they found problems with the specific software. Based on an analysis of the visualization metrics, the solution provided by the teacher did not have a significant impact. The case analysis also found that all interactions were through emails and comments on the digital platform and that these reduced significantly as the project progressed. Las medidas adoptadas por los gobiernos para controlar la expansión del virus COVID-19, como el distanciamiento social y los confinamientos domiciliarios, tuvieron una implicación directa en los centros educativos, haciendo que se tuviera que cambiar, en un breve lapso de tiempo, de una formación presencial a otra a distancia. Tanto las sesiones prácticas como las metodologías activas, que se basan en una interacción entre alumnos y docentes, fueron especialmente afectadas por estas medidas. El presente artículo lleva a cabo un estudio de caso único descriptivo sobre la implementación en la modalidad a distancia de un proyecto de «Educación artística» en 6º de Educación primaria, para lo que se ha analizado el contexto del grupo en relación a las TIC, se ha documentado el proyecto y se han descrito las interacciones virtuales entre alumnos y docente. Los resultados muestran que los estudiantes apenas tuvieron dificultades en el uso de la plataforma digital, al haber participado en un proyecto previo de blended learning. Sin embargo, tuvieron problemas con el software específico. La solución aportada por el docente, basada en Flipped Classroom, no tuvo un gran impacto como pudo comprobarse tras el análisis de las métricas de visualización. También se ha identificado que todas las interacciones se realizaron a través de emails y comentarios en la plataforma digital y que estas se redujeron significativamente conforme se avanzaba en el cronograma del proyecto. As medidas adotadas pelos governos para controlar a propagação do vírus COVID-19, como o distanciamento social e os confinamentos domiciliares, tiveram uma incidência direta nas instituições educacionais, fazendo com que elas mudassem, em um curto período de tempo, do ensino presencial para o ensino à distância. Tanto as sessões práticas quanto as metodologias ativas, baseadas na interação entre alunos e professores, foram especialmente afetadas por estas medidas. Este artigo analisa um estudo de caso descritivo sobre a implementação da modalidade à distância de um projeto de "Educação Artística" no 6º ano do ensino fundamental, para este fim, foi analisado o contexto do grupo em relação às TIC, o projeto foi documentado e as interações virtuais entre alunos e professores foram descritas. Os resultados mostram que os estudantes mal tiveram dificuldades em utilizar a plataforma digital, tendo participado de um projeto de blended learning anterior. Entretanto, eles tiveram problemas com o software específico. A solução fornecida pelo professor, baseada na Flipped Classroom, não teve um grande impacto, como pôde ser visto após a análise das métricas de visualização. Também foi identificado que todas as interações ocorreram através de e-mails e comentários na plataforma digital e que estes foram significativamente reduzidos à medida que o cronograma do projeto avançava.

En el presente artículo aborda mediante el análisis factorial, la interpretación de los datos resultantes de un cuestionario creado para conocer la percepción y la opinión que sobre la creatividad poseen estudiantes universitarios del Grado en Educación Primaria. Se indaga en la formación creativa que poseen, así como en la formación recibida en etapas formativas anteriores a la universitaria, desde la perspectiva de género, año académico y Bachillerato de procedencia. La muestra fue de 712 estudiantes pertenecientes a cinco cursos académicos diferentes, y encuestados al inicio de la primera asignatura artística cursada. La metodología se basó en la recogida de datos mediante un cuestionario Likert y su posterior procesamiento mediante el Análisis de Componentes Principales, ofreciendo unos resultados significativos entre el género y la percepción personal que sobre la creatividad se posee, así como también se encontraron diferenciadas significativas en cuanto al Bachillerato de procedencia y sobre la formación creativa recibida en su formación previa. Los datos obtenidos evidencian la necesidad de profundizar e insistir en la formación creativa en etapas previas a la universitaria, incidiendo en la necesidad de que los alumnos sean conscientes de los procesos para fomentar su creatividad en los que estén inmersos., This article uses factor analysis to interpret the data resulting from a questionnaire created to find out the perception and opinion of creativity held by university students of the Degree in Primary Education. It explores the creative training they have, as well as the training received in formative stages prior to university, from the perspective of gender, academic year and Baccalaureate of origin. The sample consisted of 712 students belonging to five different academic years and surveyed at the beginning of the first artistic subject taken. The methodology was based on the collection of data by means of a Likert questionnaire and its subsequent processing by means of Principal Component Analysis, offering significant results between gender and the personal perception of creativity, as well as significant differences in terms of the Baccalaureate of origin and the creative training received in their previous education. The data obtained show the need to deepen and insist on creative training in stages prior to university, stressing the need for students to be aware of the processes to promote their creativity in which they are immersed.

This study focuses on students' spatial relationships within the context of place-based education. The research was designed as a holistic single-case design and was conducted with 15 students aged 10-11, who were studying in the 5th grade at a middle school in Eskisehir, Turkey. Criterion sampling, one of the purposive sampling methods, was used to determine the study group. The data were collected through semi-structured interviews, worksheets, student'diaries, and the artistic works of the students, that were analyzed inductively. The findings indicate that through creative thinking, the students were able to create sociocultural meanings by considering everyday living spaces, and that they were able to convey their sensual perceptions of the objects and the objects' properties in a certain space in their artwork.

Educar en diseño es probablemente la base para una predisposición social hacia la creatividad y la innovación. Presentamos los resultados de una investigación desarrollada en la práctica universitaria, formulada metodológicamente como estudio de caso. Incorporamos la práctica del diseño gráfico al currículum formativo de Maestro/a en Educación Primaria. Si queremos que la ciudadanía aprecie el diseño, conviene preparar al profesorado. Para lograr este acercamiento al diseño gráfico planteamos un taller en el que cada participante elabora su propio exlibris. Los resultados positivos nos animan a continuar con este tipo de iniciativas que aglutinan diseño, patrimonio, identidad e inclusión. Educating in design is necessary to achieve a good social predisposition towards creativity and innovation. In this paper we present the results of a research based on university practice, formulated methodologically as a case study. We have incorporated the graphic design into the curriculum of Teacher Training in Primary School. If we want people appreciating design, it is important to prepare teachers. To bring future teachers closer to graphic design, we pro- pose a workshop in which participants creates their own exlibris. The positive results achieved encourage us to continue with this type of initiative, combining design, heritage, identity and inclusion.

L’immagine di Frida Kahlo è ormai da tempo un’icona universale. Nondimeno la biografia dell’artista, altrettanto nota, sembra capace di toccare le corde più intime dell’animo umano ed è tanto ricca da generare continue riscritture e reinterpretazioni. In particolare, rileviamo la persistenza del personaggio e della sua inconfondibile immagine negli albi illustrati, nei quali, oltre alla passione dell’arte, attraverso la storia e le storie di Frida, emergono i temi dell’identità, della malattia, della disabilità, dell’amore, della fragilità, del genere. Il presente contributo si propone di osservare alcune tra le più significative pubblicazioni dedicate alla pittrice che hanno fatto la loro comparsa nel panorama editoriale destinato ai ragazzi negli ultimi venti anni in Italia e di evidenziare le scelte tematiche e stilistiche operate da autori e illustratori impegnati nel racconto della vita di un simbolo della cultura latinoamericana, espressione di resilienza, anticonformismo e emancipazione. The image of Frida Kahlo has been recognized for a long time as a universal icon. Furthermore the artist’s biography, equally well-known, seems capable of touching the deepest chords of the human soul and looks so rich that can generates continuos rewriting and reinterpretations. In particular, we note the persistence of the character and her unmistakable image in some picturebooks in which, in addition to the passion for art, emerge the themes of identity, illness, disability, love, fragility, along with gender issues. This contribution aims to observe some of the most significant picturebooks published in Italy in the last twenty years about the painter and intends to highlight the thematic and stylistic choices made by authors and illustrators grappling with the life story of a Latin American symbol, an expression of resilience, non-conformism and emancipation.

Objetivo: Mapear a literatura existente sobre o uso de aplicativos no ensino do violão. Método: Esta revisão será conduzida de acordo com as recomendações do manual da Joanna Briggs Institute para scoping reviews. O protocolo e sua respectiva revisão de escopo serão elaborados com base na estrutura do PRISMA-ScR. O protocolo será registrado na plataforma Open Science Framework (OSF). A seleção dos estudos ocorrerá a partir da pesquisa nas seguintes bases de dados: BVS, Cochrane, EBSCO, ERIC, GALE, JSTOR, LILACS, Music on line, Pepsic, PsycINFO (APA), PubMed/Medline, Project Muse, Redalyc, SAGE, Scielo, Science Direct (Elsevier), SCOPUS, Taylor & Francis e Web of Science. Os descritores foram definidos a partir das plataformas APA PsycINFO/Thesaurus, DeCS/MeSH, NIH/MeSH e ERIC. A elaboração da estratégia de busca será baseada no mnemônico PCC (P: população; C: conceito; C:contexto) sendo P – estudos; C – aplicativos; C – ensino de violão. Como critérios de elegibilidade serão aceitos todos estudos relacionando tecnologia com música a partir do ano 2018 até 2023 nos idiomas inglês, português e espanhol. Serão excluídos estudos duplicados e textos completos não disponíveis na íntegra. Os estudos serão selecionados por dois revisores de forma independente. Após a execução da busca de dados, os estudos serão exportados para o gerenciador de referências online EndNote, visando o agrupamento, organização e identificação para remoção de duplicatas. Após a remoção das duplicatas o resultado será enviado para o gerenciador de registros Rayyan. Os resultados serão apresentados em conformidade com o Fluxograma da seleção dos estudos, seguindo as orientações do PRISMA-ScR.

AU-GSB e-Journal, 16, 1, 82-89

Im Beitrag gehen die Autorinnen auf Besonderheiten des künstlerischen Lehramtsstudiums ein und betonen vor dem Hintergrund der fachlichen und institutionellen Spezifika die curriculare Verankerung von praxisbezogenen Lehrveranstaltungen sowie Formen der Begleitung und Kooperation. Im Fokus steht die Frage, welchen Beitrag der Anteil der allgemeinen bildungswissenschaftlichen Grundlagen zur Schulpraxis leistet. (DIPF/Orig.)

Das Autorinnenteam Michaela Schober, Eva Greisberger und Ruth Mateus-Berr gibt Einblicke in alternative Master-Praxisformate im künstlerischen Lehramt. Dabei werden innovative Praxisformate in der Form von Kooperationen mit Institutionen außerschulischer Vermittlung vorgestellt – was gerade in einem künstlerischen Lehramtsstudium als erweitertes (künstlerisches und pädagogisches) Praxisfeld für die angehenden Lehrpersonen von großer Bedeutung ist. (DIPF/Orig.)

The choice of a university course is an important decision that can shape an individual's professional future. In this context, motivation plays a fundamental role as it is not only intrinsically linked to the choice itself but also a significant factor in maintaining students' interest, engagement throughout the course, and subsequent professional trajectory. This article presents a scoping review aimed at mapping the scientific production on motivation in the study of music in higher education. A escolha do curso universitário é uma decisão importante que pode moldar o futuro profissional de um indivíduo. Neste contexto, a motivação desempenha um papel fundamental, pois, além de estar intrinsicamente ligada à escolha, é um fator importante na manutenção do interesse, do engajamento dos estudantes ao longo do curso e na sequência da vida profissional dos indivíduos. Este artigo apresenta uma revisão de escopo com o objetivo de mapear a produção científica sobre a motivação no estudo da música no ensino superior.

Systematic Review protocol using PRISMA-P 2015

El confinamiento producido por la expansión del SARS-CoV-2 en la geografía española, ha llevado a emplear la enseñanza a distancia como un medio imprescindible para avanzar en el aprendizaje en todos los niveles educativos. En este nuevo escenario, dentro del campo de las enseñanzas artísticas, se consideró interesante analizar las fotografías y las reflexiones en base a emociones y pensamientos de un grupo de estudiantes del tercer curso de Grado de Educación Infantil de la Universidad de Valencia estando confinados. En este contexto se realiza una investigación de base cualitativa fenomenológica analizando las aportaciones de un número muestral de 37 estudiantes a los que se plantea una serie de ejercicios basados en la fotografía, dirigidos hacia la representación de la metáfora visual. Los resultados reflejan gran preocupación por el futuro, pero no exento de optimismo y fortaleza, con ciertos componentes de ansiedad y frustración, contrapuestas a actitudes creativas llenas de emoción y empatía. Las conclusiones reflejan la importancia de expresar sentimientos de manera artística, indagando en el lenguaje fotográfico como medio portador de ideas y sentimientos, evidenciando la necesidad de seguir trabajando en el lenguaje visual para la mejora docente. The confinement produced by the expansion of SARS-CoV-2 in the Spanish geography, has led to the use of distance learning as an essential means to advance learning at all educational levels. In this new scenario, within the field of artistic teachings, it was considered interesting to analyze the photographs and reflections based on emotions and thoughts of a group of students from the third year of the Infant Education Degree of the University of Valencia being confined. In this context, a phenomenological qualitative-based research is carried out analyzing the contributions of a sample number of 37 students to whom a series of exercises based on photography is proposed, aimed at the representation of the visual metaphor. The results reflect great concern for the future, but not without optimism and strength, with certain components of anxiety and frustration, contrasted with creative attitudes full of emotion and empathy. The conclusions reflect the importance of expressing feelings in an artistic way, investigating the photographic language as a medium that carries ideas and feelings, evidencing the need to continue working on visual language for teacher improvement.

[Resumen] Este artículo presenta los resultados de una investigación educativa que pone en relación dos conceptos formulados como dualidad durante el periodo de confinamiento: el hogar y la ciudad, a través de la interpretación de los recorridos en ambos espacios. El objetivo es revelar mediante la cartografía artística, lo ocurrido a nivel espacial en el interior de nuestras viviendas y en el escenario urbano. Durante los meses de marzo-abril 2020, se llevó a cabo un proyecto de educación artística basado en el dibujo cartográfico. Los alumnos de Grado de Educación Social de la Facultad de Ciencias de la Educación expresaron su encerramiento y su necesidad de urbanidad, a partir de acciones artísticas basadas en la experimentación visual y espacial. Estas composiciones les guiaban hacia la construcción de un discurso estético sobre lo vivido y les permitían conectar, desde lo sensible, tanto el espacio habitado, como la privación de ciudad. Los resultados fueron analizados mediante instrumentos de Investigación Basada en Artes para generar una interpretación visual y significativa del conjunto de datos, construyendo una cartografía artística de los recorridos interiores/exteriores de los estudiantes, recuperando así las experiencias individuales y creando imágenes inéditas de lo vivido a nivel grupal. [Abstract] This article presents the results of an educational research that relates two concepts formulated as duality during the period of confinement: the home and the city, through the interpretation of the routes in both spaces. The aim is to reveal, through artistic cartography, what happened on a spatial level inside our homes and in the urban setting. During the months of March-April 2020, an artistic education project based on cartographic drawing was carried out. The students of the Social Education Degree of the Faculty of Education Sciences expressed the enclosure and their need for urbanity, through artistic actions based on visual and spatial experimentation. These compositions guided them towards the construction of an aesthetic discourse on the lived experience and allowed them to connect both the inhabited space and the deprivation of the city from the sensitive point of view.The results were analyzed using Arts-Based Research tools to generate a visual and meaningful interpretation of the data set, constructing an artistic cartography of the students’ interior/exterior journeys, thus recovering individual expe-riences and creating unpublished images of what was experienced at the group level.

Comment penser l’effet éducatif des pratiques liées à la danse ? L’article propose d’interroger cet art à partir d'une certaine compréhension des élèves qu’apporte Jacques Lévine (1923-2008). Héritier de Wallon et psychanalyste, Lévine offre un appareil notionnel pour penser la subjectivité et les conditions de son développement : cette perspective anthropologique éclaire les pratiques d’éducation artistique. On présentera en particulier le modèle du « Moi-Maison » où équilibre et tonicité psychiques résultent de la complémentarité entre des parties du Moi hétérogènes et en tension. Cette construction fragile est décrite par l’image des niveaux complémentaires d’une maison : « Moi de la cave », « Moi social » et « Moi du grenier ». La danse pourrait alors contribuer à consolider le Moi en développant chaque niveau. En comprenant les besoins du moi et les dynamiques d’affiliation des élèves, il devient possible d’interroger les enjeux des situations d’enseignement comme le montre l’analyse d’une situation de classe. How can we think about the educational effect of dance-related practices? The article proposes to question this art from the understanding of the pupils that Jacques Lévine (1923-2008) brings. Heir of the French psychologist Henri Wallon and psychoanalyst, Levine offers a conceptual system to think about the subjectivity and conditions of its development: this anthropological perspective sheds light on arts education practices. In particular, the «Home-Ego» model will be presented. Psychic balance and tonicity result from the complementarity between parts of this «Home-Ego» heterogeneous and in tension. This fragile construction is described by the image of the complementary levels of a house: «Ego from the Cellar», «Social Self» and «Ego from the Attic». Dance could help to strengthen the Self by developing each level. Understanding self needs and student affiliation dynamics, it becomes possible to question the stakes of teaching situations. The analysis of a class situation shows this process.

During the pandemic, arts disciplines had to seek new paths for creation to continue visual skills development outside the studio. ICTs offer a natural tool set for individual and collaborative work and sharing online. 3D design and the development of digital creativity can represent new directions for Hungarian art education and its major discipline called Visual Culture. With this tool, visual art education can proceed on the bumpy road to teach the visual language of the 21st century. Certainly, technological focus is not the only option for progress in art education. Nevertheless, if we look for possible directions for renewal, we cannot ignore the use of software products that support visual creativity,and are becoming more and more easily available, simpler and free of charge. This paper focuses on the pedagogical possibilities of 3D printing. We present an experimental program with secondary school students aged 16 years, that started and ended face-to-face and was partly realised online. As the project manifests a creative synergy of Visual Culture and Information Technology disciplines that may be of interest for art and ICT educators as well.

Šio straipsnio tikslas – analizuoti politinės galios ir ideologijų įtaką meno studijoms Lietuvoje ir dailininkų pedagogų kūrybai 1940–1953 m. periodu. Remiamasi meno istorikams mažai žinomu Kauno taikomosios ir dekoratyvinės dailės instituto veiklos ir jo prievartinio uždarymo 1951 metais atveju. Po II pasaulinio karo šis institutas faktiškai buvo Kauno meno mokyklos (1922–1940) modernistinių meno tradicijų tęsėjas Lietuvoje. Kaip tik tai ir buvo jo sunaikinimo priežastis. Oficialiai sovietinių valdininkų kalbose tai buvo vadinama dailės studijų reorganizavimu ir perkėlimu į LSSR sostinę Vilnių. Po karo į Lietuvą sugrįžusios sovietų valdžios primestas ideologinis turinys ir valdžios galia stipriai veikė meno studijų procesus. Tačiau Kauno taikomosios ir dekoratyvinės dailės institute pedagogai iš esmės vadovavosi prieškarinėmis, modernistinėmis nuostatomis, nepriėmė sovietinių direktyvų arba žiūrėjo į jas paviršutiniškai. Šiame straipsnyje parodoma, kaip politinė galia ir primestos ideologinės nuostatos koregavo dailės studijas ir kartais keitė brandžių dailininkų kūrybą bei jų pasisakymus apie meną. Straipsnyje keliamas klausimas apie prisitaikymo ir pasipriešinimo gyvenime ir kūryboje kainą ir atspalvius. Keliama mintis, kad meno institucijos sunaikinimas įmanomas, bet neįmanoma staiga sunaikinti meninės mokyklos tradicijų. Į šiuos ir kitus panašius klausimus bus bandoma atsakyti šiame tekste, remiantis archyviniais dokumentais ir keleto skirtingų kartų menininkų – Vytauto Kairiūkščio (1891–1961), Liudo Truikio (1904–1987), Zenono Varnausko (1923–2010) kūrybos pavyzdžiais. The main purpose of this report is to discuss the influence of political power on art studies in Lithuania and the creative work of artists from 1940 to 1953. It will be based on the destruction of the Kaunas Institute of Applied and Decorative Arts, which is little known to art historians. After the Second World War, this institute actually followed the traditions of Kaunas Art School (1922–1940): that was the reason for its closure in 1951. The closure was officially called the reorganisation and continuation of art studies in Vilnius.The post-war ideological content and power of the government acted in the study process. However, in essence, educators were guided by their modernist attitudes and did not accept Soviet directives. The report will try to show how political power has corrected art studies and changed the work of mature artists.This article raises a question about the cost of adaptation and resistance in life and creation. The idea is that the destruction of an art institution is possible, but it is impossible to completely destroy the art school tradition. These and other similar issues will be addressed in the article, based on archival documents and examples of works by several different generations of artists – Vytautas Kairiūkštis (1891–1961), Liudas Truikys (1904–1987), Zenonas Varnauskas (1923–2010).

The issue of aesthetic education, including that of a child, has a long tradition in Polish and foreign research and pedagogical concepts. The article presents the value and purposefulness of aesthetic education and education through art. Education through art has its transfer to other spheres of human life, which is often forgotten. This leads to the omission of art in education. Particular attention was paid to art education, in other words, art or, more broadly, visual education in contemporary pedagogy. Socio-cultural conditions shape social awareness in terms of the place of art, the development of pupils’ creativity in kindergarten, at school and outside. Significant magazines related to this subject were cited, which were published in Poland in the interwar period, and they are currently lacking. The content of the article systematizes the scientific view on art education embedded in the Polish tradition and its contemporary proposals. This allows the reader and those interested in these issues to see the value of tradition and contemporary concepts in art education. It provides an inspiration for new research and teaching practice. Problematyka kształcenia estetycznego, w tym dziecka, ma długą tradycję w polskich i zagranicznych badaniach oraz w koncepcjach pedagogicznych. W artykule przedstawiono wartość i celowość wychowania estetycznego i edukacji przez sztukę. Wychowanie przez sztukę ma swoje przeniesienie na inne sfery życia człowieka, o czym często się zapomina. Prowadzi to do pomijania sztuki w edukacji. Szczególnie uwagę zwrócono na wychowanie plastyczne, inaczej plastykę czy – szerzej – edukację wizualną we współczesnej pedagogice. Warunki społeczno-kulturowe kształtują świadomość społeczną w zakresie miejsca sztuki, rozwoju twórczości wychowanków w przedszkolu, w szkole i poza nią. Przywołano znaczące czasopisma związane z tą tematyką, które wydawane były w Polsce w okresie międzywojennym, a współcześnie ich brak. Autorki opracowania systematyzują ogląd naukowy na temat edukacji plastycznej osadzony w tradycji polskiej oraz w jej współczesnych propozycjach. Pozwala to czytelnikowi i osobom zainteresowanym tą problematyką dostrzec wartość tradycji i współczesnych koncepcji w edukacji plastycznej. Stanowi to inspirację dla nowych badań oraz praktyki pedagogicznej.

El papel de las mujeres en el arte a lo largo de la historia ha sido, en muchas ocasiones, el de la figura estática que aparece en la obra pero que no la produce. Se conocen ejemplos de mujeres que superaron las barreras impuestas en estos círculos artísticos, aunque lamentablemente fueron muy olvidadas e invisibilizadas. A lo largo de esta aportación se llama la atención sobre la infravaloración que sufrieron y sufrenlas mujeres artistas, teniendocomo objetivo reivindicar su papel en el ámbito educativo de las artes como referentes. Se aporta una breve propuesta de mujeres artistas, obras susceptibles de ser trabajadas en el ámbito educativoy un ejemplo de aplicación en el Grado de Educación Primaria. A través de estas figuras de mujeres artistas se reflexiona sobre suposiciónen el ámbito artístico y su unión con el campo educativo, propiciando un diálogo y modificación del concepto de estas figuras adquirido por el alumnado y su repercusión social. A su vez, se persigue contrarrestar,a través de prácticas artísticas actuales elaboradas por mujeres, la estigmatización del área y el concepto de las manualidades que, en general,aunque con excepciones, prima entre docentes y alumnado de diversos niveles educativos., Womenhas frequently been represented through art history as a staticfigurewhich is part of the scene but never as a creator. We know some female artists that overcome that cultural barriers. Unfortunately, they were forgotten or evenveiled. The aimof this paper is to highlight the role of womenas a referencein art education. A brief proposal of artists and works and a practical example on how to teach it in Primary Education Degree is provided. Through the study of these artists,we reflect on their position in the artistic field and their connection with the education. It makes it possible for the students to change the concept on female artists. In the meantime, it is an objective to improve the concept that students and teachers have on artistic education, which isusually related to handcrafts. This concept, with some exceptions, is the most common among students and teachers.

This article explores digital material/ism by examining student teachers’ experiences, processes and products with fully immersive virtual reality (VR) as part of visual art education. The students created and painted a virtual world, given the name Gretan puutarha (‘Greta’s Garden’), using the Google application Tilt Brush. They also applied photogrammetry techniques to scan 3D objects from the real world in order to create 3D models for their VR world. Additionally, they imported 2D photographs and drawings along with applied animated effects to construct their VR world digitally, thereby remixing elements from real life and fantasy. The students were asked open-ended questions to find out how they created art virtually and the results were analysed using Burdea’s VR concepts of immersion, interaction and imagination. Digital material was created intersubjectively and intermedially while it was also remixed with real and imaginary. Various webs of meanings were created, both intertextual and rhizomatic in nature. This article explores digital material/ism by examining student teachers’ experiences, processes and products with fully immersive virtual reality (VR) as part of visual art education. The students created and painted a virtual world, given the name Gretan puutarha (‘Greta’s Garden’), using the Google application Tilt Brush. They also applied photogrammetry techniques to scan 3D objects from the real world in order to create 3D models for their VR world. Additionally, they imported 2D photographs and drawings along with applied animated effects to construct their VR world digitally, thereby remixing elements from real life and fantasy. The students were asked open-ended questions to find out how they created art virtually and the results were analysed using Burdea’s VR concepts of immersion, interaction and imagination. Digital material was created intersubjectively and intermedially while it was also remixed with real and imaginary. Various webs of meanings were created, both intertextual and rhizomatic in nature.

Visual arts course in basic education provides children with the opportunity to acquire skills with different tools, but also serves to gain an artistic perspective at an early age, develop aesthetic perception and advance creativity.One of the environments that foster creativity in children is undoubtedly the learning environments where basic education takes place.The main purpose of this study is 2018 revised visual arts curriculum (1-4) is the examination of classroom outcomes in terms of creativity. The research is a qualitative study and carried out using the document review. The data source consists of the primary school visual lesson (1-4th grade) curriculum selected through purposeful sampling from the visual arts course (1-8th grade) curriculum revised in 2018. Descriptive analysis was used in the analysis of the data.The results obtained from the research determined that the primary school visual art curriculum is related to the creativity divergent thinking sub-dimension from the total (n=65) outcome (n=25).However, it found that the outcomes related to creativity gathered in the field of "Visual Communication and Formation learning, and the outcomes of the "cultural heritage and art criticism and aesthetics" learning fields are limited.Based on the results, it suggested to increase the number of achievements related to creativity in primary school visual arts course outcomes and distribute them homogeneously in learning areas.

Online presentation in the context of the launch of the book 'Ecoart in Action', in which I have a chapter.

Im Beitrag wird aufgezeigt, wie die Kunstdidaktik transformiert werden kann, um die Spezifika des Unterrichts im Förderschwerpunkt emotionale und soziale Entwicklung (ESE) berücksichtigen zu können. Für diesen Zusammenhang werden zentrale Prinzipien vorgestellt, die sich in der fachrichtungsspezifischen Unterrichtsgestaltung als förderlich erweisen. Diese Prinzipien werden in kunstdidaktische Denkstrukturen übertragen und die Konzeption eines didaktischen Planungsmodells für den Kunstunterricht im Förderschwerpunkt ESE dargestellt., ESE Emotionale und Soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen, vol. 3, no. 3, p. 100

The purpose of the survey is to determine the constituent elements of the levels of formation of competencies and values of primary education seekers through the art education sector on the basis of a survey. The survey involved 50 teachers and 124 primary school students (Nizhyn State University name after Mykola Gogol, Ukraine. The following positive results of art education are indicated: improvement of pictorial characteristics; combination of work techniques; development of aesthetic feeling; development of imagination and fantasy; the presence of a positive thinking factor; education of aesthetic taste and respect for cultural heritage; education of creativity; creating conditions for pedagogical comfort; free atmosphere of creativity; ability to experiment; purposefulness of the process; systematic spiritual and aesthetic manifestations; stimulating creative potential.

Environmental art education is gaining importance in schools as arts education begins to acquire a more significant role in environmental education. This emerging field of study is an interdisciplinary endeavor that is centered on the different fields of environmental education and visual art education and provides a means of making students aware of environmental issues through environmental art education. It has been suggested that students get into a relationship with nature prior to the request to conserve the environment in order to be nature connected. This abstract focuses on teaching and learning through the arts, a pedagogical way in which students discuss the challenging aspects of environmental issues. The aim of this study is to make students act like protectors of their environment through an eco-art place-based curriculum. This paper’s pedagogies will provide educators with a framework for developing environmental art education lessons and curricula. This experimental study has been planned to gather data from interviews and observation of students and by making the students participate in nature-related activities. The findings show that students prefer to let go of their fascination with formulating better ecological perspectives. On the positive side, a few students went through some frustration during the program and the activities. Students have given positive feedback on the program in positive terms, such as “fun”, “interesting”, and “cool”, to express their experience gained through the class activities.

The program of university continuous activity is not yet in accordance with the expected output, that is; There has been no standardization of a sustainability model in applicable and effective colleges. The model of sustainability program in Bandarlampung City university which is applicable and effective in improving the competitiveness of universities has never been done, And study on the model of sustainability perspective program at Bandarlampung City college is not optimal yet. The objective of the study was to develop a model of sustainable competitive advantage as a form of excellence in creating a college-based resource strategy; Explanatory (explanatory) through the operational direction of research variables based on the variables of growth and learning perspective, financial perspective, customer perspective, and internal / internal business perspective as independent variable and variables related to issues of research issue that is sustainability perspective as dependent variable Dependent); And to find a fundamental concept of the competitive advantage of creating value and distribution, initiated by the existence of information technology to support the model of college sustainability.The research method uses explanatory survey method (explanatory survey method) containing the description, and relational research focused on the explanation of the relationship between variables. Variable Perspective of growth & Learning, measured through indicators - indicators that are characteristic of this variable, which operationalized into a statement, using the instrument in the form of questionnaires. The financial perspective variable with the total performance scorecard approach, measured through indicators that characterize this variable, is operationalized into a statement, using secondary data from universities. The results of this study indicate the existence of a sustainable program, namely the formation of superior strategy mapping model, competitive and sustainable based on performance for private universities can be realized through activity programs that are defined as improving the academic atmosphere, improving sustainability, improving efficiency and productivity, And improving access and equity. While the determination of the operational model of sustainability perspective variable that can explain (explanatory) operational perspectives of sustainability, namely: leadership, management system, student affairs and quality of graduates, university quality assurance, partnership cooperation, human resources, curriculum and learning, research and community service kept, Finance, and facilities and infrastructure, and information systems and communication technology.

the article review to action research paradigms

Pengarusutamaan gender (PUG) saat ini menjadi wacana paling aktual dibicarakan. Dalam banyak kontestasi perkara bias gender tak pernah kering dari pembahasan. Penetrasi wacana ini telah masuk wilayah pendidikan. Gender ditawarkan menjadi bagian penting dari kurikulum pendidikan, sebagai bagian pembentukan karakter. Kemudian muncul wacana pendidikan gender, yaitu sebuah proses internalisasi konsep kesetaraan gender melalui jalur pendidikan formal. Secara khusus makalah ini akan membahas tiga hal penting terkait persoalan pengarusutamaan gender; pertama ihwal pendidikan gender, kedua, masalah perkara gender dalam karya sastra, dan ketiga adalah pendidikan gender berbasis karya sastra.

Pendekatan Saintifik adalah pendekatan pembelajaran yang berorientasi guna membina kemampuan siswa memecahkan masalah melalui serangkaian aktivitas yang menuntut kemampuan berpikir kritis, berpikir kreatif, dan berkomunikasi dalam upaya meningkatkan pemahaman siswa. Rumusan Masalah dalam penelitian ini adalah bagaimana proses pendekatan saintifik dalam pembelajaran seni tari di SMA Negeri 2 Semarang. Tujuan penelitian ini adalah mendiskripsikan proses pendekatan saintifik dalam pembelajaran seni tari di SMA Negeri 2 Semarang. Metode yang digunakan adalah metode kualitatif . Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi. Analisis data yang dilakukan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Sasaran penelitian ini adalah siswa kelas X Mipa 8. Hasil penelitian proses pembelajaran pendekatan saintifik meliputi tiga langkah yaitu Kegiatan Pendahuluan didalamnya terdapat kegiatan apersepsi. Kegiatan Inti didalamnya terdapat Kegiatan Mengamati, Menanya, Mencoba, Menyimpulkan, dan Mengkomunikasikan. Kegiatan Penutup didalamnya terdapat evaluasi pembelajaran dan menyimpulkan hasil pembelajaran.

Pembelajaran ekstrakurikuler paduan suara di SMP Negeri 2 Semarang merupakan salah satu kegiatan ekstrakurikuler dalam bidang seni musik. Banyak prestasi yang telah diraih oleh paduan suara SMP Negeri 2 Semarang baik dalam tingkat propinsi maupun tingkat nasional. Rumusan masalah dalam penelitian ini adalah bagaimana proses pembelajaran esktrakurikuler paduan suara di SMP Negeri 2 Semarang dan faktor-faktor yang mempengaruhinya. Manfaat dari penelitian ini ada 2 yaitu teoritis dan praktis. Manfaat teoritis sebagai kontribusi bagi kepustakaan, bagi penulis selanjutnya agar dapat sebagai dasar rujukan penulisan lebih lanjut. Manfaat praktis yaitu bagi peneliti dapat menambah wawasan dalam pelaksanaan pembelajaran bidang vokal khususnya paduan suara, bagi paduan suara SMP Negeri 2 Semarang dapat menjadi gambaran/ deskripsi tertulis tentang pembelajaran paduan suara.Penelitian ini menggunakan pendekatan kualitatif yang bersifat deskriptif. Teknik pengumpulan data dengan menggunakan observasi, wawancara, dan dokumentasi. Data yang terkumpul kemudian dianalisis dengan teknik analisi dan interaktif dengan tahapan reduksi data, penyajian data, dan penarikan simpulan.Hasil penelitian dan pembahasan menunjukan, ada tiga tahapan pembelajaran yaitu, (1) perencanaan meliputi persiapan materi lagu, mendata siswa, dan menyiapkan alat bantu pembelajaran, (2) pelaksanaan meliputi bentuk latihan antara lain pemanasan, sikap tubuh, pernapasan, artikulasi, intonasi, membaca notasi dan syair lagu, frasering, intrepretasi dan pembawaan lagu, keterpaduan, keseimbangan, (3) evaluasi meliputi tanya jawab dari kesulitan yang dihadapi siswa, penilaian di setiap akhir semester. Faktor-faktor yang mempengaruhi ekstrakurikuler paduan suara yaitu faktor pendukung dan penghambat. Faktor pendukung yaitu, (1) siswa memiliki kerjasama yang baik antar anggota, minat siswa dalam mengikuti ekstrakurikuler, dorongan diri siswa untuk meraih prestasi (2) pelatih memiliki sikap profesional yang tinggi, disiplin dan tegas, mampu menumbuhkan semangat dan percaya diri siswa, mampu mendekatkan diri dengan siswa. (3) sekolah menyediakan sarana dan prasana. Sedangkan faktor penghambat ekstrakurikuler minimnya kemampuan siswa membaca notasi angka, kurangnya rasa percaya diri dalam bernyanyi dan kurangnya kedisiplinan dalam mengikuti pembelajaran.Saran yang dapat diberikan peneliti adalah siswa harus lebih percaya diri dalam bernyanyi dan disiplin dalam mengikuti pembelajaran, hendaknya pelatih terus menambah wawasan yang luas tentang musik terutama yang menyangkut dalam bidang olah vokal, dalam proses pembelajaran lebih di tingkatkan lagi kreativitasnya, bagi sekolah diharapkan agar terus menjaga eksistensinya dalam mengembangkan ekstrakurikuler paduan suara, bagi sekolah lain dapat menjadi referensi dalam pembelajaran paduan suara.

Researchers divide reading engagement into behavioral, affective, cognitive, and social dimensions and recommend studying engagement as a multifaceted concept (Lee et al., 2021). This research examines the effects of reading stance on affective and cognitive dimensions of reading engagement during exposure to narrative texts. To do so, we examine the affective dimension through the lens of narrative transportation (having a sense of being transported into the narrative world of a story) and the cognitive dimension through the lens of mind-wandering experiences (continuing thoughts as we read). In other words, the study examines if the contents of mind-wandering, narrative transportation and reading enjoyment depend on task instructions. In present study, participants are instructed to adopt one of the two reading stances: aesthetic or efferent reading stance. Efferent reading stance involves seeking information in a text for the purposes of retaining facts or carrying away information. During aesthetic reading, the reader's attention is focused on what he is experiencing during his relationship with that particular text. Students can engage in aesthetic reading in educational settings by encouraging them to observe associations, feelings, attitudes, and ideas that the text indicates to them (Rosenblatt, 1994). The current research will be conducted with upper secondary school students aged 16-19 years. Experimental material is two chapters of a novel entitled “Memories of the Future” by Siri Hustvedt. The design is a within-participants design, in which participants are instructed to read the first part of the text from one stance, and are asked to switch their stance for reading the second part. The order of the stances (aesthetic and efferent) is counterbalanced across participants. During reading, participants will be probed at 20 predefined locations about the contents of their thoughts with a mind-wandering questionnaire (Turnbull et al., 2019). In addition, after first and second half of the text, participants will be asked to answer questions regarding their experience of narrative transportation (Appel et al., 2017), reading enjoyment and liking the task instruction. Participants are also asked how much literature they have read in the past year, their grade in Finnish language and literature subject (the last assessment), their gender and mother tongue. The results will reveal whether different instructions induce different types of mind-wandering episodes, impact transportation, and increase or decrease reading enjoyment. Moreover, the results will show if there is a difference in liking the efferent and aesthetic reading tasks.

Tari Lenggang Pari merupakan komposisi tari berpasangan putra dan putri. Tari Lenggang Pari menggambarkan aktifitas bercocok tanam. Tari Lenggang Pari ditarikan oleh penari putra dan putri sebagai wujud dari lambang kesuburan yang berkaitan erat dengan kemakmuran masyarakat. Estetika bentuk pertunjukan tari Lenggang Pari dapat dilihat dari pola pertunjukan dan elemen pertunjukan tari Lenggang Pari. Masalah yang dikaji adalah bentuk tari Lenggang Pari dan nilai keindahan bentuk tari Lenggang Pari di Sanggar Seni Perwitasari Kelurahan Kemandungan Kecamatan Tegal Barat Kota Tegal. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan bentuk dan nilai keindahan tari Lenggang Pari yang dapat dilihat melalui pola pertunjukan dan elemen pertunjukan tari Lenggang Pari. Manfaat penelitian dari penelitian ini yaitu untuk menambah wawasan serta memberikan motivasi, mengenal, mempelajari, dan melestarikan kesenian daerah Kota Tegal yaitu tari Lenggang Pari.Metode penelitian yang digunakan adalah metode penelitian kualitatif dengan pendekatan yang digunakan adalah pendekatan deskriptif kualitatif, pendekatan estetis koreografis dan pendekatan emik & etik. Lokasi penelitian terletak di Kelurahan Kemandungan Kecamatan Tegal Barat Kota Tegal tepatnya di Sanggar Seni Perwitasari. Pengumpulan data dalam penelitian ini menggunakan metode observasi, wawancara dan dokumentasi. Teknik analisa data menggunakan analisa tari menurut konsep Janet Adshead. Teknik pemeriksaan keabsahan data dilakukan dengan meliputi uji kredibilitas dan dilakukan dengan triangulasi diartikan sebagai pengecekan data dari berbagai sumber dengan cara dan berbagai waktu.Berdasarkan hasil analisis data, hasil temuan dari pertunjukan tari Lenggang Pari menunjukan bahwa estetika bentuk pertunjukan tari Lenggang Pari dapat dilihat dari pola pertunjukan dan elemen pertunjukan tari Lenggang Pari. Bentuk pertunjukan tari Lenggang Pari nampak pada pola pertunjukannya yang terdiri dari bagian awal, bagian inti, dan bagian akhir. Serta, elemen pertunjukan yang mendukung pertunjukan tari Lenggang Pari yang terdiri dari tema, alur cerita/alur dramatik, gerak, penari, pola lantai, ekspresi wajah/polatan, tata rias, tata busana, iringan/musik, setting panggung, properti dan pencahayaan.Tari Lenggang Pari sebagai salah satu bentuk tari kerakyatan dari Kota Tegal. Walaupun merupakan tarian kreasi baru diharapkan mampu menggugah semangat generasi muda untuk mempelajari, mencintai, melestarikan serta mengenalkan salah satu bentuk kebudayaan daerah Kota Tegal.

Teknologi Pembelajaran adalah studi dan etika praktek untuk memfasilitasi pembelajaran dan meningkatkan kinerja dengan menciptakan, menggunakan, dan mengelola proses teknologi yang sesuai dan sumber daya (AECT 2008). Kawasan teknologi pembelajaran meliputi lima bidang, dimana kawasan desain merupakan salah satu sub dari lima kawasan tersebut. Dalam kawasan desain mencakup penerapan berbagai teori, prinsip, dan prosedur dalam melakukan perencanaan atau mendesain suatu program atau kegiatan pembelajaran yang dilakukan secara sistemis dan sistematis. Kawasan atau ranah desain paling tidak meliputi empat cakupan utama dari teori dan praktek, yaitu desain sistem pembelajaran, desain pesan, strategi pembelajaran, dan karakteristik peserta didik.

The overarching project aim is to identify, co-create, and assess which wellbeing life-skill workshops with BAME youths in West London who may have immediate and longer-term impacts on youth's life trajectories as we continue to recover from the pandemic.

A scoping review to explore the review question of: - What strategies or frameworks have been used to engage children of minority background in creative activities? The searches will be conducted in accordance with the JBI guidelines for scoping literature reviews in the: ERIC, PsycINFO, and Sociological abstracts databases. Date of publication will be restricted to January 2000 and the date of the search. Searching stratrgy: CHILDREN child* OR infant* OR minor* OR boy* OR girl* OR adolescent* OR “young adult*” OR teen* OR “emerging adult*” MINORITY refug* OR "forced migrant*" OR “asylum seek*” OR “ethnic minorit*” OR “racial minorit” OR BAME OR black OR African OR Asian OR “Middle East*” OR traveller* OR “religious minorit*” OR muslim OR Islam OR Hindu* OR Buddhis* OR Sikh* OR Bahai* INCLUSION inclusi* OR include OR involve* OR engage* OR incorporat* OR participat* OR associat* CREATIVE ACTIVITIES creativ* OR theatre OR acting OR drama OR music OR opera OR concert* OR recital* OR reading OR poetry OR poem OR “creative writing” OR film OR cinema OR video OR dance OR dancing OR ballet OR museum* OR galler* OR “visual art*” OR exhibition* or paint* OR draw* OR design OR gaming OR coding FRAMEWORKS framework* OR protocol* OR practice* OR program* OR policy* OR course* The search string will be adapted to each database. Google searches using keywords to identify relevant grey literature will be conducted on the first 8 pages of google searches with all previous browsing data removed. Condition or domain being studied: Strategies for engagement and inclusion of children in creative activities including visual art, music, dance, drama, poetry, creative writing, coding. Studies will be included if their outcome measure is related to: - School age children of ethnic or religious minority, migrant, or refugee background

Disrupsi keilmuan sekarang ini, atau yang muncul dipermukaan dalam berbagai macam proyek integrasi keilmuan baik itu yang disebut Islamisasi ilmu, integralisasi ilmu, ataupun integrasi-interkoneksi menimbulkan masalah yang kompleks dengan banyaknya gagasan pendidikan integratif melalui pendidikan profetik transformatif. Berbagai fenomena permasalahan tersebut maka ada dua hal yang menjadi point penting yang bisa kita jadikan lensa untuk melihat fenomena sakitnya pendidikan saat ini. Pertama, Pendidikan belum mempunyai jiwa yang dimaksud dalam pendidikan disini tentang menghadirkan kembali misi nilai-nilai kenabian keagamaan untuk disajikan ke ruang publik. Mengenai hal ini, kita tidak lagi berdebat mengenai dikotomi pendidikan umum dan pendidikan agama dalam legal-formal. Kedua, adanya model manusia sebagai tauladan (uswatun hasanah). Dalam pendidikan, khususnya pendidikan karakter yang telah menjadi kesepakatan decion making pendidikan Indonesia harus menampilkan sosok manusia yang di jadikan panutan atau model figur yang harus ditiru sebagaimana sesuai dengan output dari pendidikan karakter itu sendiri. Namun hal ini bertujuan untuk mendeskripsikan penyelenggaraan integrasi pendidikan Islam di lembaga pendidikan Islam dari sudut pandang keterpaduan antara lembaga pendidikan, keluarga dan masyarakat serta berbasis kenabian dengan nilai-nilai transformatif. Sehingga memunculkan pertanyaan penelitian bagaimana nilai-nilai pendidikan Islam pada pembelajaran di lembaga pendidikan Islam terintegrasi dengan kebutuhan masyarakat dan keluarga dalam lingkup kecil dalam meningkatkan kualitas tanggungjawab moral dan akhlak peserta didik?. Untuk menjawab pertanyaan penelitian ini, peneliti mengumpulkan data melalui metode dokumentasi. Kemudian setelah data-data terkumpul, dianalisis melalui analisis isi dan analisis kritis. Sehingga penelitian ini menghasilkan Salah satu tawaran pemikiran tentang pendidikan alternatif yang diharapkan mampu mengurangi kebuntuan dalam mengembangkan pendidikan yang integratif dengan standar dan figur model yang benar-benar kuat dan tak terbantahkan yaitu Nabi Muhammad Saw dan kembali pada aktivitas, perasaan, pemikiran dalam memaknai Al-Quran dan Sunnah.

Berkenaan dengan kualitas siswa dan lulusnya T. Raka Joni (1992) menyatakan bahwa proses pendidikan adalah upaya untuk menghasilkan manusia indonesia yang mempunyai rasa percaya diri dan mempunyai budaya belajar di masyarakat sehingga dapat membunuhkan sikap perilaku yang kreatif , inovatif , dan keinginan untuk maju sesuai dengan yang tertara dalam GBHN 1993-1998 . Ada 4 ( empat ) model pembelajaran yang masing –masing sangat kreatif digunakan sesuai dengan jenis materi yang diajarkan , serta luas tidaknya cukupan materi tersebut . keempat model tersebut berikut adalah berikut : prosedural , Hirarkikal , Horizontal , dan Kombinasi Dengan menghadirkan tulisan sederhana ini , kiranya para guru dapat melakukan aktivitas pembelajaran dengan efektif dan efisien yakni dengan cara melakukuan combine ( upaya menggabungkan beberapa strategi dalam suatu waktu pembelajaran ) . sehingga dari penggunan strategi pembelajaran yang variatif akan dapat menciptakan kondisi belajar yang menyenangkan

This project aims to map the extent, variety, and characteristics of the existing preschool programs relying on music skill development along with music as a means to enhance development in other domains.

Seni musik sebagaimana bagian dari mata pelajaran seni budaya diajarkan di SMP baik pada kelas VII, VIII maupun IX. Pelajaran seni musik bisa diberikan dalam bentuk teori maupun praktik. Pada SMP yang menggunakan kurikulum tingkat satuan pendidikan (KTSP) terdapat kompetensi dasar menyajikan karya seni musik tradisional Nusantara secara perseorangan dan berkelompok di kelas atau di sekolah yang harus dicapai oleh siswa salah satunya yaitu di kelas VIII C. Untuk mencapai kompetensi dasar ini, di SMPN 22 Semarang pelaksanaan pembelajaranya cukup unik. Sebab, siswa diajarkan untuk dapat mengekspresikan diri dengan memainkan alat musik gamelan jawa. Seperti yang peneliti ketahui bahwa pada penelitian-penelitian yang telah dilakukan sebelumnya tentang ansambel kebanyakan dilaksanakan dengan menggunakan alat musik modern seperti pianika, recorder maupun gitar. Untuk itu, peneliti tertarik untuk mengetahui bagaimana proses pembelajaran ansambel musik gamelan jawa yang dilaksanakan di kelas VIII C SMPN 22 Semarang dan mengetahui bagaimana tanggapan siswa mengenai faktor-faktor yang mempengaruhi hasil belajar ansambel musik pada siswa kelas VIII C SMPN 22 Semarang.Penelitian ini menggunakan jenis kualitatif deskriptif dengan analisis data menggunakan teknik kuantitatif dan kualitatif (mix methods). Teknik pengumpulan data menggunakan teknik wawancara, studi dokumen, observasi, dan teknik angket. Hasil penelitian menunjukkan bahwa guru seni musik dalam melaksanakan pembelajaran ansambel musik menggunakan tiga tahapyaitu perencanaan, pelaksanaan, dan evaluasi. Pada tahap perencanaan guru mempersiapkan perangkat mengajar berupa silabus dan rencana pelaksanaan pembelajaran (RPP). Tahap pelaksanaan guru melaksanakan tiga kegiatan berupa kegiatan pendahuluan, kegiatan inti dan kegiatan akhir. Pada tahap evaluasi dilaksanakan dalam bentuk tes unjuk kerja. Adapun dalam pembelajaran ansambel musik gamelan jawa, faktor-faktor yang mempengaruhi proses dan hasil belajar ansambel musik gamelan jawa mendapat tanggapan positif dan negatif dari siswa. Tangggapan positif siswa diantaranya yaitu perhatian guru terhadap siswa, hubungan guru dengan siswa, bakat siswa, minat siswa, perhatian siswa, disiplin sekolah, media masa, bentuk kehidupan masyarakat, keadaan ekonomi keluarga, standar kurikulum, alat pelajaran, kesehatan siswa, cara orang tua mendidik, dan pengertian orang tua. Sedangkan faktor-faktor yang mendapat tanggapan negatif dari siswa yaitu perhatian guru dalam memberikan tugas, keadaan gedung, motif siswa, dan standar pelajaran di atas ukuran. Harapanya pembelajaran seni musik lebih direncanakan lagi secara matang agar pelaksanaannya bisa berjalan sesuai dengan perencanaan yang telah dibuat.

Penelitian ini berhasil menemukan, menganalisis, dan menyusun ulang cerita legenda Kiai di Kota Pasuruan. Peneliti mengumpulkan berbagai cerita terkait Kiai dengan fokus penelusuran pada cerita yang bernilai didaktik. Peneliti mendatangi delapan situs penleitian berupa makam Kiai. Peneliti mendapatkan sepuluh judul cerita bermuatan konten didaktik. Selanjutnya untuk membuktikan bahwa cerita-cerita yang dikumpulkan memiliki muatan konten didaktik, peneliti menganalisis isi cerita dengan pendekatan analisis konten. Analisis konten dilakukan untuk membuktikan keberadaan konten didaktik berupa penggambaran nilai baik-buruk, moral, dan sanksi. Dari hasil analisis ditemukan bahwa cerita legenda Kiai dalam budaya lisan masyarakat santri Kota Pasuruan memuat konten didaktik terkait nilai-nilai normatif dalam masyarakat. Pandangan hidup masyarakat santri mengenai nilai baik-buruk, moral, dan sanksi dicerimkan dalam isi legenda Kiai untuk diteruskan sebagai pesan bagi anak-anak, generasi penerus mereka. Budaya lisan berupa cerita legenda Kiai ini telah menjadi “pembawa nilai normatif” yang menjadi karakteristik kearifan masyarakat santri. Sebagai produk akhir penelitian, peneliti melakukan penelitian pengembangan dengan pendekatan metode 4D (define, design, develope, and disseminate) untuk membukukan cerita legenda Kiai dalam bentuk cerita bergambar/ cergam bergenre cerita anak. Penyusunan cergam legenda Kiai bergenre cerita anak disusun dengan mengikuti karakteristik sastra anak dan dikemas dengan desain yang cocok untuk anak-anak.