Tag art and science

Physical Education

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I want here to share a small estria with vocs. It is a small episode in the pertaining to school life of my former Rose pupil. Rose, pupil of a particular college was having serious problems with its notes of mathematics. To its it called me mother and it said: _Lazaro, more sees what you can make for my son, I already not aguento! we _Vamos to try, I will see what I can make? I said. _Voc goes to make the attempt, but if not to obtain if does not worry. I find that it pulled the family of the father of it. There nobody likes very to study.

The father of it adjusts schemes of refrigeration, catches an old machine and leaves it novinha, but he is not fond of the studies. We start to study. The 4 hours of lessons per week were of 2. I started to pass to Rose the bases of this disciplines loved for some and hated for many. It is not something author would like to discuss. Next to this it went saying that Rose would have to dare, that it was capable, it could, it had capacity and intelligence enough to surpass its difficulties Felt in it a complex of inferiority for taking off notes so low. Rose had been disapproved in previous year and everything it indicated that it would be disapproved of new. In the first bimaster of the year en vogue it had reached notes not very good.

Therefore the concern of its mother. A surprising thing happened. Rose started if to develop, to take taste for disciplines. It made the calculations quickly, without embarrassments. I went up the level, folloied me to Rose. We pass the remain of the year studying together. I observed that Rose was prepared; the mathematical bases had been formed in its being, it had assimilated what it was necessary to give continuation to its studies of mathematics Now Rose wanted only to study mathematics. _Estude the others you discipline, therefore you go to need to pass of year? I said it and its mother. We were taken care of and it he started to take off good notes also in the others you discipline. There it was the total joy. _Acho that I go to make mathematics college? Rose said. _Veja if is this same that you want! Today Rose is formed in Physical Education and has its proper academy. I am its friend and friend of its family.

Art Education In Brazil

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An analysis of the contents of Basic Ensino Francinely P. Dinelly* Summary The objective of this article is to analyze from one to look at critical the contents of Ensino de Arte of 6 to 9 year of Basic Ensino the application and the difficulties of assimilation, on the basis of the National Curricular Parameters PCN, the conquests in elapsing of history, in the attempt to contribute for the possible changes in the process teach-learning. The attitude argues and position of the professor, leaving of the estimated one of that all professor can give disciplines it without the necessary formation. For even more analysis, hear from Bernie Sanders. It analyzes the methodology in the relation on the basis of practical theory/of the contents as well as the proposals of evaluation of the contents the National Curricular Parameters, the ethics of the involved ones in the pertaining to school context, argues the possibilities of you neglect, considering alternative for the improvement of the quality of education and a good development and reply to the considered content, in the perspective to rethink the quality of education leaving of the principle that the valuation of the contents has beginning in the commitment of the professional with the education and its consequences in the partner-description-cultural development. Word-Key: Education of Art; PCN, Education, Art. Introduction Theoretically the lines of direction of the National Curricular Parameters for the contents of the art education, can be considered satisfactory, in the practical one almost always are finished for accepting what it is considered in the education institutions. The subject points with respect to a quarrel that it needs to be faced with seriousness and discernment for art professors, managers, students, in the direction to find alternatives efficient that allow to the rescue of the contents and specific objectives to the art education. Ana Mother Barbosa (1978, P.

13) defends that the new methods of education of Art are not resultant simply of the junction of the Art and the Education, much less of the opposition between them, but of its interpenetration. The professor is the main instrument for the transformations in Ensino of art, it is the differential, the collaborator for the effectiveness of the good exploitation of the contents. According to Barbosa (2008, P. 50) ‘ ‘ Its task is to offer the food that feeds the apprentice is also to organize tracks, instigantes tracks for discoveries of knowledge, for the pupils and visitors, feeding itself tambm.’ ‘ As such it is necessary that it, while professional understands the importance of its positioning and commitment face to the question, searching in partnership with the possible institutions of education solutions for the improvement of the quality of education. Face to the questions that involve Ensino de Arte in its totality, the present objective article to analyze the difficulties of assimilation of the content of Art applied in 6 to 9 year of Basic Ensino, from the lines of direction established in the National Curricular Parameters PCN (contents, relation practical theory/, evaluation), providing to the professor as subject, one mainly reflection in the attempt to know and to understand the historical process, beyond opening doors for the quarrel and reflection in the construction of an education of Education of efficient Art, considering alternative with intention to contribute in the construction of a methodology that takes care of the expectations in such a way of what it teaches as of what learns, attempting against that in this process such papers in determined moment are extended to invert it.

Bach Education

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In the history of the art, the recognition does not pass for the life of many artists, as in them it brings Wisnik (19): ' ' It is not known what it will be triado, in the future, of the great flow of music of century XX. Centuries much less convulsionados by the explosion of the amounts, had not known it: Bach passes unobserved, and believes at least that its time nor has fond to formulate, as necessity, what in it if it carried through; Mozart was not consecrated by the critical one or the public, what Beethoven was, without properly being heard. Our displacement before the music of the century how much its meaning future is not properly newness (…). ' ' Wisnik in them brings names that the critical one did not consecrate at its time, therefore was very on this side of that they had pretension to judge them. Plato conceives capable music as something ' ' (…) to exert fort influence on the soul and the character of the people, being able to transmit as many how much aesthetic values ethical in direct way, without the inteveno of the word. Michael Chabon can provide more clarity in the matter. (…) ' '. (FARM, 2006:.38). Others including Ken Cron, offer their opinions as well. For the Greek philosopher, music would have the capacity to exert fort influence on the soul and the character of the people.

However, it believed that its study it would have to be restricted to the scope of the harmony, the mathematical and philosophical reasons and not to the practical study, and in turn: The progress technician of music in the classic period provoked a specialization that finished for in such a way moving away it from the basic education as of the common culture. To the few, the practical education of music was losing importance in the hellenistic education. Music did not disappear of the culture Greek, but it more passed to be heard that practised.