About this paper

Appears in:
Pages: 782-784
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

WORK PROJECTS AS ELEMENTS IN ART EDUCATION TEACHER

A. Gómez

University of the Basque Country (SPAIN)
Education in general and art in particular, must also getting to train students in various fields of knowledge, help in its formation as a person, increase motivation, develop creativity and so on. Traditional media have not obtained the desired results and that is why quite some time, new methodologies are beginning to emerge with the intention of improving the educational prospects. One of the tools that have emerged in order to respond to this situation have been the work projects. Currently many centers that have implemented this methodology in their classrooms and that is why we consider interesting to dwell on their study to expand our knowledge of these procedures.

One of the benefits implied by the project work according to its supporters is that they get motivation in students. We notice that the motivation is not solely the result of a psychological factor but basically depends on the culture, an element that mediates both the conduct and behavior. Thus, the change in school culture to raise an educational practice that is attractive and attracts the interest of students, will entail strengthening the motivation of it.

On the other hand, one of the reasons why it is difficult to develop an adequate arts education is sometimes the excessive rigidity of the curriculum in a context in which teachers not to teach over matter is present. This means that the teacher, lack of knowledge and resources, turn to textbooks which, in a standardized and universal, are the ones who end up determining the curriculum and learning in the classroom. In many instances the practices of these publications are based solely on the teaching of canonical art alien to the interests and realities of students, and exercises designed for rapid implementation in A4 format and clean-type tools wooden markers or paints.

Given this perspective homogenizing project work of the concerns of students-in claim form, or individual or group of elements that teachers may find interesting or near them. In the case of art, as we indicated, is increasing the gap between education, focused on the study of artistic products of canonical character, and interests of young people. That is why this new approach, in which they accommodate the popular arts or forms of expression belonging to the "street" displays much closer and therefore more attractive, so that students get involved in their own training effectively, taking the first step toward a personal commitment to the learning experience, ie to intrinsic motivation. This result is obtained also by teachers, because, when working by projects the teacher does not have to be an "expert in the art" allowing you to get away from the book "Guide".

Throughout this paper will delve into these and other aspects of project work and study some of its features can be extrapolated to the teaching units.
@InProceedings{GOMEZ2012WOR,
author = {G{\'{o}}mez, A.},
title = {WORK PROJECTS AS ELEMENTS IN ART EDUCATION TEACHER},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {782-784}}
TY - CONF
AU - A. Gómez
TI - WORK PROJECTS AS ELEMENTS IN ART EDUCATION TEACHER
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 782
EP - 784
ER -
A. Gómez (2012) WORK PROJECTS AS ELEMENTS IN ART EDUCATION TEACHER, EDULEARN12 Proceedings, pp. 782-784.
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