Implications of the cognitive dimension of art in artistic scenic education. Some contributions for the teacher in scenic arts at the high school level.
In this work we explore the contributions proposed by Arthur Efland (especially those of his book Art and Cognition), with the aim of broadening the statements of the academic programmes in performing arts as a curriculum area in the scholar plan, and also within the frame of teacher training. In th...
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| Format: | Article |
| Language: | Spanish |
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Universidad Pedagógica Nacional
2010-11-01
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| Series: | Pensamiento Palabra y Obra |
| Subjects: | |
| Online Access: | http://revistas.pedagogica.edu.co/index.php/revistafba/article/view/435 |
| _version_ | 1827610614138142720 |
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| author | Carolina Merchan Price |
| author_facet | Carolina Merchan Price |
| author_sort | Carolina Merchan Price |
| collection | DOAJ |
| description | In this work we explore the contributions proposed by Arthur Efland (especially those of his book Art and Cognition), with the aim of broadening the statements of the academic programmes in performing arts as a curriculum area in the scholar plan, and also within the frame of teacher training. In this perspective, we consider the concept of cognition towards those experiences and subsequent learning in which the body plays a central role as mediator in the process of understanding of the world itself. We also discuss during the analysis the role of the emotions in thought processes. In this sense, we propose to use this new perspective of complementary interaction between the emotional and intellectual dimensions to discuss the concepts of creation, appreciation and understanding, typical of artistic fields and their teaching. We propose this complementary interaction as a fundamental process of the encounter of arts, in the dynamics of development in the school. In the conclusions, we open the possibility of a need to redefine the conceptual axes to train teachers in performing arts, articulating specific disciplinary knowledge of performing arts with the needs of the scholar project itself, particularly those linked to the social and individual development of the person in the frame of basic and intermediate school. |
| first_indexed | 2024-03-09T07:52:38Z |
| format | Article |
| id | doaj.art-66e1ae498e504d1380d542e2dac9fc70 |
| institution | Directory Open Access Journal |
| issn | 2011-804X |
| language | Spanish |
| last_indexed | 2024-03-09T07:52:38Z |
| publishDate | 2010-11-01 |
| publisher | Universidad Pedagógica Nacional |
| record_format | Article |
| series | Pensamiento Palabra y Obra |
| spelling | doaj.art-66e1ae498e504d1380d542e2dac9fc702023-12-03T01:25:17ZspaUniversidad Pedagógica NacionalPensamiento Palabra y Obra2011-804X2010-11-0103363Implications of the cognitive dimension of art in artistic scenic education. Some contributions for the teacher in scenic arts at the high school level.Carolina Merchan Price0Universidad Pedagógica NacionalIn this work we explore the contributions proposed by Arthur Efland (especially those of his book Art and Cognition), with the aim of broadening the statements of the academic programmes in performing arts as a curriculum area in the scholar plan, and also within the frame of teacher training. In this perspective, we consider the concept of cognition towards those experiences and subsequent learning in which the body plays a central role as mediator in the process of understanding of the world itself. We also discuss during the analysis the role of the emotions in thought processes. In this sense, we propose to use this new perspective of complementary interaction between the emotional and intellectual dimensions to discuss the concepts of creation, appreciation and understanding, typical of artistic fields and their teaching. We propose this complementary interaction as a fundamental process of the encounter of arts, in the dynamics of development in the school. In the conclusions, we open the possibility of a need to redefine the conceptual axes to train teachers in performing arts, articulating specific disciplinary knowledge of performing arts with the needs of the scholar project itself, particularly those linked to the social and individual development of the person in the frame of basic and intermediate school.http://revistas.pedagogica.edu.co/index.php/revistafba/article/view/435Educación artísticaescuela y arteflexibilidad cognitivaapreciacióncreacióncomprensión sociocultural. |
| spellingShingle | Carolina Merchan Price Implications of the cognitive dimension of art in artistic scenic education. Some contributions for the teacher in scenic arts at the high school level. Pensamiento Palabra y Obra Educación artística escuela y arte flexibilidad cognitiva apreciación creación comprensión sociocultural. |
| title | Implications of the cognitive dimension of art in artistic scenic education. Some contributions for the teacher in scenic arts at the high school level. |
| title_full | Implications of the cognitive dimension of art in artistic scenic education. Some contributions for the teacher in scenic arts at the high school level. |
| title_fullStr | Implications of the cognitive dimension of art in artistic scenic education. Some contributions for the teacher in scenic arts at the high school level. |
| title_full_unstemmed | Implications of the cognitive dimension of art in artistic scenic education. Some contributions for the teacher in scenic arts at the high school level. |
| title_short | Implications of the cognitive dimension of art in artistic scenic education. Some contributions for the teacher in scenic arts at the high school level. |
| title_sort | implications of the cognitive dimension of art in artistic scenic education some contributions for the teacher in scenic arts at the high school level |
| topic | Educación artística escuela y arte flexibilidad cognitiva apreciación creación comprensión sociocultural. |
| url | http://revistas.pedagogica.edu.co/index.php/revistafba/article/view/435 |
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