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MARIN, RY 2003
OTHER TEACHING OF ART EDUCATION

This text tries to convey the complexity of a good education for arts education specifying the changes it has had throughout history, which affected education in changing the way schools teach methods such as drawing. We

transmits the work involved the construction of an image or object role of the artist to build their visual and artistic work, whether in the arts of design, painting, ceramics and sculpture. All these are different areas of art which requires a concept of material and processing time, all this thinking about his role .. We cite
six stages of evolution:

Plantón and Aristotle, philosophers who gave us an orientation in antiquity arts education in schools, mentioning the drawing as teaching excellence for life.
It shows the change in the concept of teaching in the Middle Ages be had, giving more importance to material and function on media taught in workshops. These were called handicrafts since built their own working materials for the execution of works with an aesthetic concept not in the end after they had, but with a functional concept.

Before imparting art education in schools generally for it, just existed and more schools Renaissance drawing, which highlights the artist Vasari, who promoted this school. All instruction was aimed at drawing as essential to the art. Focused on the copy of sculptures, sequenced parts of the body by facilitating its implementation to make drawings to more complex natural character.
This makes the drawing SXIX considered the primary area art schools, causing the problem of teaching drawing to the population, which is required for new industries
Art aesthetic and descriptive technique come together to form the concept dibujistico.

Pestalozzi is the author of one book for children according to art education in the drawing, which supports the idea that you should familiarize freehand drawing, not through facilitators utensils ello.Esto synthesize a better perception visual and learning. Friedrich introduced the idea of \u200b\u200bdrawing and manual methods in the second half of the century were provided to primary schools.
also found a new way of looking at children's art in SXX half, where diagrams and doodles were considered a different way of seeing reality and the world at large, giving to understand the minds of children through their own drawings, abstraction, cubism are synthesized and similar movements that art form child of which we speak.

In the Second half of SXX there is a path from self-expression to the art and discipline education, giving more importance to the student transmitter sensitive feelings, apprentice at the same area. All this comes to a student has to face the future art world, learning to be an individual transmitter of ideas and feelings through his work. That is why I conclude that the goal of good art education would be the student's creative capacity, formulating questions and making you think to yourself, since many teachers today are those same problem solving without thinking and research, essential where reflection and research, the resolution and production of issues make the student a better person.

occurs also the creation of the agency (UNESCO), the highest rise in education where I get to create the organization's most important art education at the international level (INSEE). One of the most important was when in 1955 adopted arts education in primary and secondary where the primary was based on free expression, considering the visual language and art as a form of knowledge.

Of all the projects the DBAE, discipline based arts education aims to develop knowledge to appreciate and value art, and I think is the most successful because it is based on a number of criteria that are essential for good education, must have both a broad agenda encompassing aesthetics, art criticism, art history and art forms (drawing, painting, ceramics, sculpture and architecture), and creative ability.
also agree with the assertion that works of art should occupy a central to this discipline, I think his study is part of the story and that is part of our past and future of art that we must not forget.


PROS AND CONS OF STAGES:

affinity WHAT REMAINS WITH DIFFERENT VIEWS DEVELOPED ALONG THE ART EDUCATION?