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The arts in Education: Fleming: - Coggle Diagram
The arts in Education: Fleming:
Makes reference to ‘Hard times’ by Dickens, and how the main protagonist Gradrind enforced themes of self interest, the ideology of fact and nothing but fact upon his daughter Louisa
Led to the recognition that if Louisa had been able to use her imagination, her character would be the complete opposite to that of Gradrind; more compassionate, loving etc.
Further shown through the quote that she had been ‘robbed of the immaterial part of my life, the spring and summer of my belief’ in her childhood.
Art:
Works in a symbolic way as opposed to a logical way
What are the main arguments in justifying the arts:
1980s – arts were in marginalisation = more emphasis on the arts to ensure economic success
Necessary for human development and innovation (Rolling)
Problems with justifying the arts:
While there can be a list describing the impact of art within education, it can obscure differences of emphasis in practice (not just why we should teach arts but also how)
Furthermore, we can learn about the value of arts within education, but If there isn’t enough application to pedagogy / if it isn’t self evident = difficult to convince those who have no knowledge of arts.
Dichotomies: (division/ contrast between 2 things):
Creating / responding:
1908s – focus places on progressivism and modernism
= more child centred = priority placed on self expression and creativity
focus on making art rather than responding to it
Question arises:
placing emphasis on development of creativity and imagination within arts, could restrict the approach to actually teaching it.
Feeling/ cognition:
sense of feeling, created by emphasis on creativity and self – expression
= Stimulus – response approach would be used – liberate imagination
Intrinsic/ Extrinsic:
Arts have an extrinsic affect aswell as intrinsic
For example, the extrinsic effect of studying music is that it affects performance in mathematics
The intrinsic effect is that it makes a contribution to our intellectual, moral life.