Cognitive development is the process of forming and applying mental abilities such as problem-solving, reasoning, decision making, and creative thinking. It’s important for children to begin developing these skills early on in order to be successful in school, work, and life.

Art provides a unique platform through which young learners are able to practice and build up their mental abilities. It allows them to use their imagination, creativity, and critical thinking skills in order to express themselves and develop their own individual problem solving techniques. Additionally, visual learning has been proven to have a positive effect on comprehension and recall.

In this guide, we will explore the different ways art education can benefit cognitive development, as well as provide age-appropriate project ideas and classroom tips for teachers to use in their classrooms. We’ll also discuss neurology studies that support the importance of art for cognitive development, and look at case studies where art education was implemented with positive results.

By the end of this post, you’ll have a better understanding of the benefits of art education and how to best use it to stimulate cognitive development in young learners.

We hope you find this guide helpful and we look forward to discussing the importance of art education in greater detail. Thank you for taking the time to read!

What is Cognitive Development?

Cognitive development is the process of learning how to think and use our mental capabilities. It’s an incredibly important concept, especially when it comes to young learners. As children grow, their brains are constantly adapting and changing as new information is absorbed.

Cognitive development involves the way people process information and make sense of the world around them. It’s all about the mental processes that help children learn and remember information, solve problems, and create new ideas. It also allows them to interact with others in meaningful ways.

It’s essential for children to develop cognitive skills as they grow so they can be successful in school and life. Cognitive development gives children the tools they need to understand and take part in the world around them.

When it comes to young learners, cognitive development is especially important. With each developmental milestone, children gain new skills that are necessary for success in life. This makes the role of parents and teachers critical in helping children reach their potential by providing opportunities to learn and explore.

The Importance of Cognitive Development in Young Learners

Cognitive development is fundamental for young learners in a number of ways. It helps them develop the ability to think logically and reason through complex problems. It also helps them become independent learners and thinkers. Having strong cognitive skills helps children become successful in school and beyond.

Cognitive development plays a crucial role in helping children communicate and interact with other people. It helps them understand social cues and develop empathy. Cognitive development also gives children the tools they need to make decisions and form opinions.

In addition, cognitive development encourages creativity and exploration. It helps children appreciate art, music and literature, giving them the opportunity to express themselves in unique and meaningful ways. Having strong cognitive skills allows children to think critically and come up with creative solutions to problems.

Cognitive development is an essential part of a young learner’s education. It gives children the skills and knowledge they need to succeed in school and life. By providing opportunities for children to develop cognitively, parents and teachers can help ensure that children reach their full potential.

Benefits of Art Education for Cognitive Development

Art education is an essential part of a child’s development, and it has many benefits for cognitive growth. Art activities stimulate the brain in ways that other educational activities can not, providing opportunities for problem solving, critical thinking, and creative exploration. Studies have shown that engaging in art activities can help children learn to think outside the box, form new associations and ideas, and even develop fine motor skills.

Engaging in art can also lead to improved mental health, as it helps to reduce stress and anxiety. Drawing, painting, sculpting and other artistic endeavors create an environment of calm and creativity that can even inspire self-discovery and personal growth. Additionally, art activities may help improve memory and focus, as students must commit to completing their project and staying on task.

Finally, art education can provide a platform for children to express their ideas, feelings and emotions in a safe and understanding environment. Through art, young learners can explore various aspects of themselves and explore emotions that may be difficult to express with words alone. They can connect with others by discussing their artwork and sharing their emotions, while learning to appreciate culture and diversity.

In conclusion, art education provides numerous benefits for young learners, especially in terms of cognitive development. Not only does it help improve fine motor skills and problem solving skills, but it can help reduce stress and anxiety, improve focus, and even spark self-discovery. When taught in an encouraging and supportive environment, art can serve as a gateway for children to grow and learn in meaningful ways.

Examples of Projects that Boost Cognitive Development

Art projects can be a great way for young learners to develop their cognitive abilities. When selecting art projects, it is important to choose age-appropriate activities that target the different aspects of cognition. Here are some examples of projects that can provide cognitive development benefits:

• Matching games: For younger children, a simple matching game can provide cognitive benefits. By matching shapes, colors, or objects, children can practice their memory, problem-solving and visual discrimination skills.
• Mosaics: Mosaics are fun and engaging projects that can help kids hone their problem-solving skills. By arranging a variety of objects or shapes into a larger pattern, they can practice spatial awareness, color recognition, and logical thinking.
• Collage making: Collages are a great way for kids to practise creativity and imagination. By using found objects, paper scraps, fabric, and other materials, kids can express themselves, practice fine motor skills, and develop their visual-spatial thinking.
• Paint mixing: Mixing paints together can help kids develop their scientific thinking, as well as teach them about the basics of color theory. Children can learn about color combinations, hue, and value, and get creative by coming up with their own unique color combinations.

These are just a few examples of art projects that can help young learners develop their cognitive skills. Creativity and imagination are key to helping them grow, so don’t be afraid to let their imaginations run wild!

Creating an Engaging Environment

An engaging learning environment is essential for fostering cognitive development in young learners. Creating a space that encourages exploration, creativity and interaction can help students reach their full potential while having fun and enjoying themselves. Here are some tips to design a stimulating yet enjoyable learning environment:

• Provide Variety: Incorporate different materials, tools, and projects into your curriculum to keep things exciting and provide varied learning experiences. Aim for a balance between active and passive activities, as well as individual and group activities.
• Encourage Curiosity: Allow students to explore and ask questions. Encourage them to take risks, make mistakes and learn from them. This will help them become more confident and creative thinkers.
• Involve Parents: Invite parents to be part of the learning experience. Ask them to share special stories, hobbies, or talents with your students, as this will foster positive relationships and create lasting memories for the children.
• Promote Respect: Respect is key in any learning environment. Teach students to respect each other’s opinions, cultures and beliefs. This will create an inclusive, supportive environment in and outside the classroom.
• Allow for Flexibility: Give students some freedom to experiment and explore. Allow them to take ownership of their learning and trust them to make informed decisions about their education.

Creating a fun and stimulating learning environment does not have to be complicated. All it takes is a little bit of planning and dedication to ensure that young learners have the best possible opportunity to reach their cognitive development potential.

Benefits of Visual Arts

Visual art, such as painting and drawing, can have a powerful effect on children’s cognitive development. The act of creating something with their own hands allows kids to express their ideas, hone their motor skills, practice problem-solving and more.

Art activities allow kids to discover their creative potential and develop the confidence to try new things. They also foster valuable thinking and communication skills, as children practice visualizing concepts and working out how to explain them. Ultimately, this can lead to improvements in critical thinking, focus, organizational skills, and overall academic performance.

Research indicates that art has a positive impact on memory, as well. With long-term exposure to art, even if it is not related to academics, students can become better at remembering information for tests and other tasks. In addition to these practical benefits, creating art can be therapeutic for young learners, allowing them to escape into the creative world of art for a release.

In terms of specific types of visual arts, drawing, painting, and sculpting are all great ways for kids to express themselves creatively while developing their cognitive abilities. Additionally, activities like still life drawing, watercolor painting, and clay sculpture also have many benefits. All of these activities help kids learn to look closely and observe the world around them through a creative lens, while simultaneously learning fine motor skills, problem-solving strategies, and collaboration skills.

Overall, engaging in visual arts activities can be extremely beneficial for young learners. The sense of accomplishment that comes from creating something beautiful or meaningful helps build confidence and self-esteem, while simultaneously providing plenty of opportunities to strengthen and refine important cognitive skills.

Benefits of Performing Arts

Performing arts are those activities that involve physical movement, such as singing, dancing, acting, and playing music. These activities promote cognitive development in young learners by encouraging creative thinking, problem solving, and critical analysis.

When children take part in performing arts, they develop skills that can later carry over into other academic classes. They learn to think outside of the box and draw upon their creativity, rather than memorizing facts and details. Through physical movement, students learn about body language, rhythm, and timing. Manipulating and coordinating their bodies is an important learning tool for them.

By engaging in performing arts, students also have an opportunity to build self-confidence. Participating in activities like singing or theater gives them a chance to express themselves in a controlled and supportive environment. Dance and music can help teach students to focus and concentrate, essential qualities for success later on in life.

• Creative Thinking
• Problem Solving
• Critical Analysis
• Body Language
• Focus and Concentration
• Self-Confidence

In sum, performing arts offer unique advantages for young learners and their cognitive development. These activities help students become more confident and motivated individuals capable of taking on any challenge that comes their way.

Brain Science and Art Education

The relationship between art education and cognitive development is a growing topic of interest within the scientific community. In recent years, scientists have conducted studies to determine the physiological effects of art on brain functioning. The results are showing that art can significantly increase cognitive abilities like memory, problem-solving, learning, and creativity. Let’s take a closer look at some of the research.

Research conducted at the University of Texas found that making artwork can activate areas of the brain associated with creative thinking, such as the prefrontal cortex. This area of the brain is responsible for decision-making, planning, and problem-solving. Another study conducted at The Ohio State University showed that participating in artistic activities can increase the size of brain cells, particularly those related to memory.

These studies demonstrate how art can help young learners develop cognitively. With increased exposure to art activities, children can increase their ability to think creatively and make better decisions. They can also boost their memory and build more connections between ideas. All of these skills are incredibly valuable for success later in life.

In addition to being a fun and enjoyable activity, art education provides numerous cognitive benefits for young learners. It can encourage the development of cognitive abilities in a safe and positive way. It is an important part of any education and should be considered an essential component in any curriculum.

In Summary

The benefits of art education for cognitive development in young learners are numerous and varied. Art can play an important role in enhancing cognitive function, improving problem-solving skills, fostering creativity, and helping to form better memories. It can also provide a fun and engaging way to learn that is especially beneficial for children who may not connect as easily with more traditional educational methods.

Cognitive development can be encouraged through visual arts, performing arts, and even music. Several studies have shown that art can stimulate the brain and help create meaningful connections between facts and concepts. Creating an environment that is inviting and stimulating for young learners is key for fostering cognitive growth.

At the same time, it should also be noted that not all educational approaches work for every child. It is important to consider the individual needs and interests of each student when looking for ways to promote cognitive development. With careful consideration, art can become a valuable tool for helping children to reach their full potential.

In summary, there are many ways in which art education can support cognitive development in young learners. By providing an enjoyable and engaging learning experience, art can play an important role in helping children to think smarter and reach their educational goals.

Case Studies – Examples of Art Education Program Success

When assessing the benefits of art education for cognitive development in young learners, it is important to consider real-world examples from successful school programs. Below are just a few case studies that show the significant impact art education can have.

Riverside University – California, USA

Riverside University implemented an art program for their young learners and found that, after just one semester, students showed significant gains in mathematics, reading, problem-solving and overall cognitive development. Riverside attributed this success to the way art forces students to think outside the box and encourages creativity.

Mesa Elementary School – Texas, USA

At Mesa Elementary School, an arts-infused curriculum was adopted to give children more opportunities to explore and express themselves through art. After 12 weeks of classes, the school noticed increased engagement from students who had previously been uninterested in academics and saw improved test scores in language and math as well.

Haddonfield Academy – New Jersey, USA

Haddonfield Academy implemented an arts-rich curriculum to increase the creativity of their students and found that after six months there was an overall improvement in creativity and performance. Students showed an increased ability to think critically and develop creative solutions to challenging problems.

These three success stories demonstrate the real-world impact art education can have on young learners. By examining these case studies, we can see firsthand how art helps children develop cognitively and how implementing an art program in schools can be beneficial all-around.

Resources to Further Your Learning

Studying the benefits of art education for cognitive development in young learners can be an enlightening experience. To continue your learning journey, here are some useful resources:

• The Education Commission of the States has published a number of helpful documents related to implementing art education in the classroom. Find them here.
• Are you interested in exploring the cognitive benefits of interactive media and technology? The Technology in Education Special Interest Group explores these topics in detail. View their resources here.
• The Metanoia Project is a research-based database full of evidence on how art can support mental health and wellbeing. Check it out here.

These are just a few of the many resources available online that you can explore further. Use search engines to find articles, podcasts, videos and more on this topic.

We hope you’ve enjoyed learning about the benefits of art education for cognitive development in young learners. Feel free to reach out if you have any questions or comments!

Conclusion

We hope that this guide has given you an appreciation for the benefits of art education for young learners and helped you understand more about how art can aid in cognitive development. We recognize that this is a vast and complex subject, so we encourage you to continue exploring on your own.

We thank you for taking the time to read this guide. We wish you luck in your journey to find the best way to implement art education for your children and students. With a thoughtful and creative approach, the possibilities are truly endless.

To learn more, here are some links to additional resources:

• Learning Through The Arts
• The Importance of Arts Education In Schools

Thanks again for reading this guide, and happy exploring!

The post The benefits of art education for cognitive development in young learners appeared first on Greatmoreart.

Holistic learning is a type of educational approach that seeks to create an interconnected understanding of a certain topic area. It looks at the ways in which the topics, activities, and projects that students engage in are connected to each other. The aim is to develop a comprehensive, interconnected understanding of the world, one that is not necessarily limited to the book-learning approach.

One way to achieve holistic learning is through the integration of art education across different subject areas. This approach allows for a more creative, engaging and meaningful learning experience for students. It enables students to explore, discover, and create connections between different subject areas in a fun, imaginative way.

Art education, when combined with a holistic approach to learning, can help to foster a student’s creativity, imagination, and critical thinking skills. By exploring traditional and contemporary forms of art, students can build a better understanding of the world around them. The integration of art education also allows for the development of multiple learning styles, as it incorporates visual, auditory, and tactile elements to engage students. Additionally, research shows that students who are exposed to art education perform better academically and have a more positive attitude towards school.

When it comes to integrating art education into a holistic approach, there are numerous strategies and techniques that teachers can use. From incorporating open-ended projects, utilizing multimedia, and connecting art with other subject areas, there are a variety of methods that teachers can employ to ensure that their students are engaged, creative, and inspired.

A holistic approach to art education is one that emphasizes the interconnectedness of different areas of learning and encourages students to develop a deeper understanding of the world around them. The International Baccalaureate program is a perfect example of this kind of approach, as it emphasizes the importance of critical thinking and inquiry-based learning, as well as creativity and innovation.

In the IB program, students are encouraged to explore their own interests and passions, while also developing a broad range of knowledge and skills across different subjects. This is reflected in the program’s Internal Assessment and Extended Essay requirements, which require students to undertake independent research and inquiry in a subject area of their choice.

For students pursuing art as a subject in the IB program, the IA and EE provide a unique opportunity to explore different aspects of art and its impact on society. Through these assessments, students can delve deeper into their own interests and passions, while also developing important research and writing skills.

To support students in completing these assessments, IB Writing Service​ IBstudenthelp.com offers specialized assistance in the form of writing and editing services. With their help, students can refine their research questions, develop a solid thesis, and produce high-quality writing that meets the rigorous standards of the IB program.

Environmental Learning

A holistic approach to learning incorporates art education across different subject areas. This helps to develop environmental awareness and encourages responsibility and action towards protecting the planet.

By teaching students about the environment and sustainability, they can gain a better understanding of how interconnected their actions are with the natural world. Art education helps to bring this connection to life in a more tangible way than simply discussing environmental topics. Visual art, music, and performance allow students to express themselves in creative ways while being reminded of the need to preserve the environment.

For example, art created within the context of an eco-friendly message can be used to communicate important messages to a broad audience. This helps to raise awareness, reach out to people on a personal level, and inspire change. Additionally, it supports the development of skills such as critical thinking and creative problem solving, allowing students to come up with innovative solutions to issues related to the environment.

Incorporating art education with a holistic approach to learning not only helps to instill environmental values in students but also equips them with creativity and innovation for coming up with more sustainable solutions for the future.

Creative Thinking and Problem Solving

When art is integrated into different subject areas, it helps to develop both creative and critical thinking. Art encourages students to think outside the box and look at things from multiple perspectives which can be applied to problem-solving in any field. It also provides an opportunity for students to practice adaptability and resilience – two vital 21st century skills that are essential for success.

When it comes to creative thinking, art can help to open up new ways of looking at and interpreting the world. By combining creativity with problem-solving strategies, students can develop “out of the box” solutions to complex challenges. This could include coming up with creative solutions to mathematical equations, developing innovative ideas for writing assignments or even creating new artwork that expresses an individual’s unique perspective.

It is important to note that creative problem-solving is about more than just coming up with a solution. It is also about being able to evaluate the merits of different approaches to a problem and making an informed decision. This is where art education can provide students with the skills to assess the pros and cons of different solutions and apply this knowledge to their everyday lives.

For example, if a student was asked to solve a mathematical equation they could use their knowledge of the traditional ways of solving it, or they could employ their artistic and creative thinking skills to come up with a unique solution. This could involve using shapes and patterns to figure out the answer, or employing other creative strategies such as brainstorming ideas or imagining different scenarios.

Ultimately, integrating art education into different subject areas encourages different forms of creative thinking and problem-solving. This allows students to develop the skills to evaluate various solutions and make decisions in any given situation.

Exploring the Nature of Creativity

Creativity is a unique and important part of being human. It is free-flowing, ever-changing, and open to interpretation. It can be expressed through art, music, writing, dance, and many other forms. But what, exactly, are the components of creativity?

Creativity involves more than just coming up with original ideas. It also involves having the imagination to envision new possibilities and the motivation to bring them to fruition. Creativity often involves seeking connections between seemingly unrelated topics or ideas and finding new ways to apply existing knowledge. Each creative individual has their own creative process and method of working, as well as their own set of tools and techniques.

When it comes to the arts, there are many different types of artists, each with unique talents and styles. For example, a painter might begin their work by sketching out shapes, while a musician might experiment with different melodies and chords. Likewise, a writer might take a different approach, brainstorming concepts and storylines first before diving into the actual writing process.

These varying methods are drawn upon when attempting to create something new – often referred to as “creative adaptation”. Creative adaptation is the act of taking existing pieces of information from one area and applying it to another, creating something completely new in the process. This is how art ties in to a holistic approach to learning. By relating and connecting different subject areas to art, students can develop a stronger understanding while also expressing themselves creatively in the process.

Being creative doesn’t just involve the act of making something. It also requires active listening, observation, and communication skills. Having an understanding of different cultures and traditions may also help fuel an artist’s creativity. By connecting these ideas to a holistic approach to learning, teachers can help students gain a better understanding of their own creative potential.

Historical Significance of Art

Art has been a part of history for centuries, with some of the oldest known artifacts having been created with artistic elements. Ancient civilizations used art to express their cultural values, beliefs, and ideas, as well as to create works of beauty. Art was also used to document history and to show what life was like during different eras.

Throughout history, art has had a profound effect on how people understand and perceive the world around them. This can be seen in how many of today’s modern techniques and styles have been influenced by ancient forms of art. For example, impressionism, which was a painting style that arose in the 19th century, was heavily influenced by the art styles of the ancient Greeks and Romans. This influence can still be seen in many forms of artwork even today.

The cultural importance of art can also be seen in how it has been used to commemorate major events and social movements throughout the centuries. It is not uncommon to find artwork that reflects the sentiments of a particular period of time or a specific event. Art can also be seen as a way to connect with our ancestors, as it provides a direct link to the past.

As art has become increasingly accessible and more widespread, its importance has grown significantly. Not only does it provide us with a sense of our culture and history, but it also allows us to express ourselves in unique and creative ways. Art education plays a vital role in providing students with the opportunity to explore their creativity and to better understand the world around them.

From learning about the art of the ancient world to exploring the work of modern day artists, the integration of art education across different subject areas provides a holistic approach to learning. By understanding the historical significance of art and its role in society, students can gain a better perspective on the world around them.

Relevance for Today’s Generation: Exploring the Practical Relevance of Art Education

Today’s students live in an increasingly innovative and technology-driven world. As a result, it is essential that art education is incorporated into classrooms in ways that are relevant to the needs of today’s generation. There are many different ways to make art education more relevant, and some of these include incorporating evolving trends, adapting to different types of art and exploring new technologies.

Evolving trends in art refers to keeping up with current styles and tastes. This can be done by introducing trending topics and asking students to put their creative spin on them. For example, incorporating popular movies, music, or artists into projects can be a great way to keep students engaged and interested in art. Additionally, teachers should look outside the traditional media and explore different forms of expression such as graffiti, photography, or multimedia.

New technologies can also be used to enhance art education. Digital tools can be used to create drawings, paintings, sculptures, and more. Technologies such as 3D printers, Wacom tablets, and scanners can all be used to create unique pieces of artwork. By allowing students to use these tools, they will gain valuable skills that are necessary to succeed in our rapidly changing world.

Incorporating art education into different subjects gives students the opportunity to explore their creativity and think critically about the world around them. By adapting to new trends, exploring different types of art, and introducing new technologies, teachers can ensure that their students are engaging with art education in a way that is relevant to the needs of today’s generation.

Art Education Strategies

Teachers can easily integrate art education into their curricula with the right strategies and techniques. Here are a few effective strategies to help teachers enhance their students’ learning experiences.

• Integrate Several Areas of Art: Incorporate elements from various areas of art, such as drawing, painting, sculpture, printmaking and photography, into the lesson plan. This will give students the opportunity to explore their creativity in different ways.
• Incorporate Movement into Lessons: Incorporating movement into the lesson plans, whether it’s active visual art exploration or creative movement activities, gives the students an opportunity to physically express their understanding of the material.
• Encourage Collaboration: Group activities provide the students with an interactive learning experience that helps them better understand the material and gain insights on each other’s perspectives.
• Break Up the Classroom: Turn the physical classroom into a ‘learning gallery’ by setting up small stations of activities that the students can explore on their own or with a group. This will help break up the pacing of the lesson and increase student engagement.
• Provide Technology Resources: Using digital resources such as graphic design tools, augmented reality apps, and 3D printing can help bring art to life. These tools can help students to better understand the subject matter, while also allowing them to express their ideas in the most creative ways.

These strategies can help make art education an enriching experience for both the teacher and the students. By taking advantage of the strategies discussed above, teachers can create an environment where students are actively engaged and motivated to learn.

Benefits for Students:

Integrating art education across different subject areas can be extremely beneficial for students. Not only does it create a more holistic approach to learning, but it also brings with it a variety of educational benefits.

Research has shown that art education helps to improve student engagement which, in turn, leads to better results. This is because it helps to develop vital skills such as creativity, critical thinking and problem-solving. Furthermore, engaging with art provides a unique way for students to express themselves and can even help to reduce stress levels.

In addition, art provides an opportunity for students to work together collaboratively, not just with their classmates, but with the wider community too. This can help to boost relationships, understanding and appreciation of different cultures and backgrounds.

Overall, the integration of art into different subject areas can have a positive impact on the development of students, by improving their academic performance, fostering creative thinking and providing a platform for collaboration and connection.

Connecting with the Community: Ways that Art Education Engages Everyone

Art education isn’t just something that takes place inside the classroom. Integrating art into curriculum is also a great way to connect with and engage with students, parents, and the wider community. Arts integration can be used to bring awareness to social causes, form connections between students and the local community, and help bridge cultural gaps.

One way to create a connection between the school and community is through public murals and displays. These projects can be done in collaboration with the community and give students a real-world experience using the skills they have learned through art education. The projects can range from a school logo, to a scene within the city or even a tribute to a person in the community who has done something special.

In addition to these projects, art education classes can be used to organically foster relationships with local museums, galleries and organizations. Inviting guests from the community to visit classrooms can be insightful for both the students and guests, providing a unique learning opportunity and a chance to build bridges.

Finally, connecting with the community through art education can also involve creating student-led projects. These projects could involve rallying students to create art pieces that raise awareness of an issue in their community. This allows the students to be active citizens, practice their art skills, and make a meaningful connection with the community they live in.

Overall, art education has the potential to bring the community together through creative activities, unique experiences and memorable projects. It can be a great way to introduce students to their local community, as well as developing relationships with local artists, galleries and organizations.

Conclusion

A holistic approach to learning encourages integration of art education across different subject areas in order to recognize the importance of creativity and imagination to foster a well-rounded education. The integration of art opens up students to a variety of real world experiences and links the subject matter to their own lives, creating a more meaningful education experience. Art education allows students to reach beyond the boundaries of paper and pencil tests, as well as providing opportunities for collaboration, problem solving and critical thinking.

When teaching with a holistic approach, there are many benefits for both students and teachers. Art education allows for the development of emotional intelligence (EQ) which is important for success in life, teaching students confidence, self-expression, creativity, respect for diverse ideas, and a wide range of communication, problem solving and decision making skills.

Art education provides many opportunities for students and can help in achieving academic goals. It helps them to appreciate and understand culture, develop the skills to make informed decisions, and think critically. Additionally, art engages students in learning and increases levels of motivation and engagement by providing students with varied learning opportunities, contextualised content and personalised instruction.

Overall, it is clear that art education plays an important role in a holistic approach to learning. When integrated effectively, art education can significantly contribute to the literacy and numeracy skills of students. Art brings the knowledge gained in school to life, allowing students to engage with ideas, think critically and express themselves.

Resources for Art Education

Teachers of all subject areas can use a variety of resources and tools to help students achieve their best results in art. By finding the right materials, students can develop their creativity, explore different concepts, and discover how art relates to their daily lives.

One great way to introduce art into the classroom is by collecting printed artworks. This could be pages from a magazine, a newspaper article about an artist or art movement, or even using websites or social media to find artwork to share. Printed materials can be used to stimulate discussions, explain ideas or display artistic techniques in a tangible format.

Incorporating multimedia resources can also be beneficial. For example, exploring the use of video and audio in art, such as with film or soundscapes, can be a great way to engage students. In addition, digital resources, such as online newspapers and databases, provide students with more pertinent, up-to-date information than can be found in traditional print materials.

Finally, art teachers should look at online tools which are designed to help teach art. Some well-known sites such as Khan Academy offer tutorials in drawing, painting and sculpture, while creative apps such as Adobe Photoshop can provide new ways of creating art. Virtual reality technology can also be used to go on virtual tours of art galleries or explore new media.

By making use of these resources and tools, teachers can provide their students with a variety of activities and opportunities to develop their creativity and discover the power of art.

Checklist: Quick Reference Guide for Integrating Art Education

Art education is a great way to enliven any lesson plan and give students an opportunity to explore their own creativity. When integrated into your curriculum, it can open up countless opportunities for learning. Here is a quick reference guide with various tips to help you successfully integrate art education into different subject areas.

• Start off with a brief discussion – As with any approach to learning, it is important to have a clear understanding of the purpose of integrating art education. Get students to talk about what art means to them and how it can help them in their studies.
• Incorporate art activities into subject curriculum – Look for ways to include creative activities that are in line with the current subject domain. This could mean finding ways to combine ideas from different subjects and turn them into artistic projects.
• Set creative goals for each project – While there should be some structure to the art activities, it is important to allow students to explore their own creativity. Give each group or individual an achievable goal and let them be as creative and inventive as they can while still staying on track.
• Assess student work according to process – Rather than focusing on the end product or outcome, focus on assessing each student or group based on the process. You can look at how well they worked together, managed their time, and showed creativity.
• Connect art to other subjects – Look for ways to connect art to other subjects such as maths and science. This can be done by searching the internet for fun activities or exploring specific topics that offer interesting ways to combine art and other subjects.
• Encourage collaboration – Working in groups when incorporating art can help foster better collaboration and communication skills. Encourage students to discuss their ideas and provide constructive feedback to one another.
• Have fun! – Finally, don’t forget to have fun! Art should be used as a way to explore creativity and unleash students’ imaginations. Let them get creative, even if it means going a little off topic.

With this quick reference guide, you can confidently integrate art education into different subject areas. It doesn’t have to be complicated – just remember to have a clear goal and set reasonable expectations.

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Art also helps to shape the social conscience, to stimulate, through the sensations one receives, the emergence of new thoughts and perceptions. It can take all kinds of forms and serve many purposes (from the sublime and noble to the base and repugnant).

Types and Genres of Art
Art is a very voluminous definition, so it combines a huge number of ways of displaying the author’s intent. Types of art are classified according to such parameters: The subject of display – representational (to display the real reality) and non-imaginative (to embody by expressive means the internal world of a person). By dynamics – spatial (characteristic of a particular area) and temporal (corresponding to a particular historical era). According to utilitarianism – fine (performing a purely aesthetic function) and applied (additionally demanded in everyday life). Materials – traditional art materials (paints, clay, granite, marble, wood, metal), modern means of information processing (computer graphics, digital painting), sound (musical works), word (prose, poetry, calligraphy), human performer (singer, actor, clown).

The history of the development of art The history of art dates back to ancient times. Among scientists there is no consensus about the origin of this way of reflecting reality. A large part of philosophers think that God’s Providence served as the impetus for the birth of art, it awakened in our ancestors the highest spiritual origin and the desire to create. According to another theory, primitive man, by creating primitive articles (pictures), tried to understand the world around him and to pass the acquired knowledge to the other members of society.

In every hearth of civilization gradually formed a style with individual distinctive features. Masterpieces of ancient masters became a source of inspiration for descendants in the distant future. During the Middle Ages in Europe, art was completely subordinated to the service of religion. The church was the main client of the works, the central motifs were biblical subjects and spiritual truths. In Islamic countries the restriction on the image of a person led to the decadence of painting. Other kinds of art such as architecture, carpet weaving, calligraphy, ceramics developed here. In ancient China stone carving, sculpture, and painting were well developed.

The Renaissance era radically changed the concept of art. Revolutionary ideas of humanism were a powerful engine for the creation of masterpieces by Leonardo da Vinci, Michelangelo, Albrecht Dürer. The invention of printing contributed to the development of literature and graphics. A little later, during the Enlightenment was a time of radical restructuring of public life. This was inevitably reflected in art by the appearance of new styles: baroque; romanticism; classicism; realism; and academicism.

In the twentieth century a huge role in art began to play cinema. Gradually it has taken a dominant position in terms of influencing the masses, shaping the lifestyle, propaganda of values of different regimes. And the development of Internet and general computerization of the population at the turn of XX-XXI centuries gave impulse to the appearance of new types of media art.

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It’s about the adequacy of education to the demands of our time. Academic art education is incredibly conservative. Most of the professors in our academies do not know and aggressively do not want to know and understand what happened to art in the 20th century.

If we were to transfer this to the field of, say, medicine, they would be doctors who believe that modern medicine has gone down the wrong path and therefore insistently teach their students to treat all diseases with bloodletting and tobacco enemas. It sounds absurd, but nothing changes, because we still have both academics and ministers and housewives surprisingly unanimous in the opinion that an artist is one who can draw, period.

For the latter point, of course, it would be nice to be able to draw. Although one can also take pictures, make videos or movies, dance, work with light, sound or any other means of expression, which is something that art students in our reality are not only not offered, but are forbidden to do. But the most tragic thing is that our education completely lacks the first two positions – a good humanitarian education and critical thinking. It means that even if an artist can hold a brush or a pencil in his hands (which is also far from being guaranteed), he has absolutely nothing to say to an audience that is often much more educated than he is.

I think it is very important to approach art education reform with a cool head. First of all, to realize all the positive aspects of our conservative system, which are not few, and to try to keep them. At the same time it is vital to significantly expand the academic program with new practical courses and various humanities disciplines.

But there is another very important aspect that is often overlooked. Art education – much more than any other – is based entirely on the personality of the teacher. I would like to see more personalities in Ukrainian academies who, on the one hand, are able and willing to teach, and on the other, have a relationship to the actual artistic process.

For example, if we are talking about education in fashion design, it is extremely important to teach students basic skills: fashion design, idea generation, design and product development, business planning, financial management, branding, PR and sales. Often students are taught only design, engineering, or even less. They are lucky if they are taught how to produce technical drawings of designs, but they often leave college with no drawing or drafting skills.

Business should be taught side by side with design. Imagine a student walking out into the big mean world with little or no idea. And as soon as he gets out of college, the support ends, and in fact, that’s when he needs it most. This is the reason why many designers fail when they leave educational centers and try to create a business. They have no idea how to market their product and get stuck. They harbor fantasies about working in the glamorous industry and are surprised by the harsh reality. To start their own line, designers need to have an understanding of the key elements of financial planning and management.

I would divide art education into three components: training in the craft – artists, sculptors, and graphic artists; training in professional disciplines of art – art historians, curators, art critics, and art financiers; and cultural education – education of people for whom art objects are created, exhibitions are organized, albums and monographs are published. To each segment the world practice has its own approach, which has to be adopted.

An artist’s education includes Self-Promotion, which allows you to adapt to the market while studying: how to create a portfolio, a website, communicate with galleries and collectors, which trends to pay attention to, seeking professional growth. It is obligatory to send art historians and curators to the big museums like MoMA and Tate Modern for summer trainings, because they can get the value of a curator or a ticket inspector by their own example. Afterwards they will never come to a museum putting their leg over and saying: “I am a curator, the rest stay quiet”. The world universities also have the practice of inviting specialists from outside the field of art to master classes, but in communication with whom unexpected intersections can open up. In my practice, the head of the French soccer union invited to a museum forum immediately received a cooperation proposal from the Louvre, and his stories about fundraising gave an impulse to a number of European museums to implement similar schemes.

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Historically, art emerges when man goes beyond the satisfaction of his immediate physical needs, practical-utilitarian interests and goals and gains the opportunity to create. Thus, art is a special form of human exploration of the world, in which the world is presented in art through the forms of human activity, communication, self-realization. It gives a momentary reflection and unfolded projection of human existence (see Genesis), its spatial and temporal unity with the world. Art understood as a conventional whole can be interpreted as a picture of the world or a peculiar ontology focused on the dynamics of object and sensual existence of people. Being a special form of human activity, art combines in its images object, communicative, and individual aspects of activity, so it preserves the stimulating, transforming, and cognitive principles, as well as collective and personal representations. In different epochs and in different directions of art, the accents in the correlation of these principles differ considerably, yet they are always present, and their correlation remains a constant subject for discussion about the purpose of art, about its role in the development of society.

Consideration of the phenomenon of art presupposes a complex division of human activities, when each of them is quite clearly isolated and then established in technical means; accordingly, the specificity of art is revealed against the background of other types of activity: material and spiritual production, religion, morality, science. The problem, however, is that art preserves in itself the synthetic character of human activity, although at different stages of history and in different types of culture there are noticeable differences in the dominant images of art, the ways of their creation, the schemes of their functioning and translation. Solving the question of the specificity of art “in general terms” generates many difficulties. It would be more productive to examine the specificity of art on a particular social “background”, in particular systems of society, since each historical epoch has had its own understanding of the phenomenon of art, which is determined by the place and role of the artist in the system of social division of labour and his position in society. The question of the preservation of the specificity of art in the changing systems of division and cooperation of human activity is then essentially linked to the question of how art retains its specific position by shifting accents in the use of figurative means of human exploration of the world.

Contemporary art is a complex system of communicative forms and directions, often united by the so-called “postmodernist project. The peculiarity of various “modernist” artifacts has become the direct presence of the author-performer in the implementation of the artistic act, which is aimed at public provocation, which ends with the performance. As for the artistic (aesthetic) concept, it is realized in modernism in the form of a program, a manifesto and anthropological reflections. In general it can be stated that the phenomenon of “modern AND. – is rather a humanitarian-anthropological project, sharply, sometimes aggressively directed against the totally dominant systems of social self-reference – political and economic. Because of this, the communities that emerge in the process of the art act are marginal and temporary. However, “contemporary art” in its avant-garde forms is far from exhausting contemporary art culture, which is held by the classical paradigm formalized in the form of classical art education, the concept of the museum, academic institutions, which are included in the system of mass communication and in relation to which contemporary forms of artistic activity identify themselves in aesthetic and artistic terms.

The process of art’s awareness of its representational and expressive possibilities creates a significant number of concepts and terms related to the structure of art, such as “form” and “content”, “artistic image”, “symbol” and “allegory”, “artistic imagination”, “genius” and “talent” and others. These concepts are important for understanding the essence of art. Along with the study of artistic creativity, the study of the laws and principles of aesthetic perception plays a significant role. Along with aesthetics, such disciplines as art psychology, art theory and history, sociology of art, and culturology play an important role in understanding the essence of art and its social role. Modern cultural studies consider art in the system of other cultural phenomena and global changes of different types of cultures (“national – global”, “high – low”, “mass – elitist”, and the like).

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There is no such thing as one painting style/technique being better than another. There are teachers who don’t like this or that style/technique, but that says only about the teacher’s personal preferences. If you or, more importantly, the child, hold different views, it is better to look for another teacher. Your child may like drawings in Marvel comics or fantasy illustrations – each style will require competent instruction and coaching anyway.

Look at the website of illustrators – what different works there! How many different styles, techniques, and visual devices! All of them have the right to exist, they all find their place, depending on the goals, objectives, customer’s opinion and personal preferences of the artist. Each work finds its own viewer.

Is it possible to know in advance if a child will grow up to be a professional artist?

A big plus of any art school (and college later) is the ability to draw all the time, regardless of the mood, theme or desire. This is exactly what a future artist will have to deal with later in his or her career. Because of the transformation of a labor of love into a necessity, it happens that before entering art school, a child usually draws with pleasure and then, in the process of studying, the overall pleasure of drawing often comes to naught or disappears altogether. The joy of favorite themes or subjects that are not always present remains, but it can also disappear.

If all of this does not drive the child away from the drawing lessons, most likely, he or she will turn out to be a successful professional artist. If the child refuses to draw in such conditions – let him/her make a break and decide whether he/she is ready to continue or will give up drawing for good. Sometimes it happens that rejection is caused not by regular drawing as a whole, but by a particular style of drawing or teaching. In this case, as I have already mentioned, transfer of the child to another instructor can help. And sometimes it happens that it is better to leave drawing for a hobby or a pleasant leisure time when compulsion is completely excluded. After all, there are a lot of other interesting professions in the world. If a child has been enjoying trying different styles for a few years and doesn’t want to stop at one thing, you can subsequently send him to a school of design or offer to do magazine illustration.

In any case you should choose only one where the teaching technique corresponds or is similar to the art school your child goes to. An exception is your child’s own desire to try a new technique and willingness to learn it in a short period of time.

At universities, the manifestation of “alien” style in a student will be crushed rather ruthlessly, and you must be prepared for this

Of course, over the years, faculty may reconsider some of their positions, so you should also be prepared for the changes that may occur during your studies.

Personal experience. In my university, the Design Learning Center came into being as an experiment. At the very beginning, when I was just entering the program, my teachers were very much in favor of classical training in the spirit of the Stroganov school. In particular, the computer was seen as a tool for lazybones, which did not suit future professionals. Three years later tasks appeared that were designed for computer work, even though they kept assuring us that we would still be doing most of the work by hand. In the sixth year of my studies I practically did the whole diploma in computer programs.

There are art schools that specifically prepare you for admission to a particular college, so it is advisable to decide on the choice of college in advance to have time to pass the school appropriate training. Most universities have preparatory courses, which, though less reliable, can also prepare you for admission. A good option may also be to contact a teacher who independently prepares for a particular university and has a good reputation. An experienced teacher in some cases can prepare a student for admission in two years practically from scratch (I saw one such case). However, such intensive accelerated training is possible only at an older age, from 15 years, when the brain is already able to absorb and process such large amounts of information. Besides, it is the most severe learning overload and is not suitable for every child.

When choosing any profession that requires the ability to draw (painter, designer, architect, restorer, retoucher, decorator, and so on), you should consider the specifics of work in this field. For example, if you work as a graphic designer, you’ll have to spend up to 14 hours a day at the monitor. Will a visually impaired child be able to cope with such a harsh rhythm? Oil paints will require regular inhalation of diluent fumes. Hand-painting small figures will need to sit with their back bent at all times. Architecture will require the ability to make accurate calculations and sometimes the management of construction work. A book illustrator can afford to work on illustrations for a week to a month, depending on the order, while a magazine illustrator often has to produce a finished result in a couple of hours.

It is best to find out about the specifics of this or that job from current professionals. Alternatively, you can explore job search sites, where the requirements for the employee are described under each vacancy. This can prevent the wrong choice, when health or character peculiarities may not allow the child in the future to regularly engage in the work for which years of study have been spent.

Personal experience. When I received my education, we did not know any designers, the Internet was not yet widespread, and we had nowhere to take information about the future profession, except at the open house of the chosen university. As I said, at that time the attitude of the faculty about the computer in teaching was very negative. Coming in, I was sure that I will just draw with my hands, as usual, and only in the third year I realized that without a computer in the chosen profession (graphic designer), as they say, “neither here nor there. For me it was a disaster, because when I was working at the monitor for a long time I started to have problems with my eyes and blood vessels. It took me several years to get these problems down to a minimum and fully engage in drawing in computer programs.

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Sketch.
The first and most important point. Do at least 5-6 sketches a day. The rule of thumb is: the more the better. Take every opportunity to draw at home, at work, on the road. This develops the “hand”, sharpness and speed of perception, the ability to see proportions, character. It is useful to draw storyboards for a movie, comics, step-by-step instructions. In them you have to control the movement of the characters, making sure they are recognizable. Read more

Copy the old masters.
Surround yourself with role models, develop taste. Make 1 copy in 3 months. These should be thorough studies from good originals of great masters (Michelangelo, Rubens, Holbein, Dürer, Repin, Serov, Feshin, and others). Try as much as you can to get close to the original, studying not only the technical methods of the master, but also his biography and the material culture of the time. Read more

Draw from memory
Even when working from nature, we work from memory. During a long study production, make parallel sketches from memory, taking apart the details, draw at home this or that element. Developing visual memory, you will not only draw well, but also convincingly compose.

study and verify with nature.
Study nature for at least 2 hours a day under the guidance of an experienced mentor. Principle: from simple to complex. Have an individual lesson plan or follow a set syllabus in order to master professional skills fruitfully. Combine work in the studio with a field trip. Don’t let yourself be led astray by formal experiments. Trust your feelings, and constantly check the theory with practice.

Read professional literature
Everything you need to know has already been written a long time ago – don’t reinvent the wheel. Read 1 book a month. Technique and technology of materials, history of art, anatomy, color science, treatises of old masters, biographies of artists, physics of natural phenomena, basics of perception, psychology, philosophy – read everything related to the profession of the artist. Today the Internet gives a global opportunity to get almost any material. But, not everything can be trusted.

Look for a mentor.
Constantly look for a mentor as you grow professionally. You must have complete trust in his knowledge, experience, and his creative work should be universally respected. Often good artists can’t be mentors. You have to have methodical and teaching talent for that. Giving advice is not enough – it is necessary to participate in the fate of the student, to come up with assignments tailored to individuality and ability. Full-time teachers, on the other hand, are more often than not in a supervisory role and haven’t practiced art for a long time. Their school truths have no real skill or mastery underneath them. Sometimes, just one encounter with a true master can change your whole destiny.

Repeat mistakes.
Usually, people encounter the first obstacle – abandon what they started. They are afraid of repeating mistakes. Fail – start a new one! Don’t be afraid to make mistakes – take a closer look at them. Perhaps it’s your personality that “speaks”. Turn your flaws into your strengths.

Don’t draw from a photo.
The temptation to simplify work from life can have irreversible consequences. The novice artist, not realizing the intricacies of revealing form, becomes addicted, willingly or unwillingly, to looking at the world through a lens. It seems to him that this will bring him closer to nature. Believe me – it’s not like that at all.
A camera can’t replace the work of your mind and heart in conveying reality on the plane. And it certainly can’t recycle it creatively, which is especially valuable. Only by gaining enough experience and becoming a master can you use a camera to gather material and capture the moment.

Take breaks.
Don’t get hung up on the same thing, just know how to switch. If you can’t do it, take a break, go for a walk. Start a fundamentally different drawing, change your point of view, change technique, try a new material. It is useful to conduct several works at the same time with different tasks, using a new technique. Sometimes you just need to take a step back to look at yourself from the outside.

Get creative.
Set big goals for yourself. Always remember what you decided to study for. Don’t put off your artistic plans, your creative ideas. Start putting them into practice right now. Participate in exhibitions, contests regardless of your level or remoteness. Be an artist!

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Many students write me that they have never drawn before, so they are afraid to start, some of them are worried because they have no art education, and another one drew 10 years ago and now he feels that it is too late, that he forgot everything, lost his talent, etc. In general, people who are creative by nature are often afraid to start, afraid to go back to drawing, afraid that nothing will work out. On the other hand, they realize that time passes and no action is taken. It also often happens that someone thinks they are not creative at all, but in their dreams this person draws, paints, creates and builds. What to do with all this and how to move from a “dead point”? So, let’s break it down in order.

“I’m afraid to start painting, because I have no prior art education.

This is fear number one, according to my students’ letters. Really, this fear is one of the most popular and paralyzing creativity fears I met with beginners. Especially for him I have a very strong and compelling argument. Did you know that most famous artists did not go to art schools as children, and many simply could not enter the Academy of Art at the first, second or even third time, while many who did enter were kicked out of the same Academy for “talentlessness” or “inadequacy”.

“I’m afraid it’s too late for me to start.”

This is fear number two in frequency, perhaps. It’s a waste of time to think, “Oh, my time is gone, my parents didn’t let me go to art school when I was a kid, now it’s too late, I’m already 20/30/40/70 (insert your own) years old and time is gone, opportunities are gone…”

A bit surprising comments “you draw so beautifully, I would like to draw as well” or “I will never learn to draw as you do”, and also always put ellipses at the end. I don’t really understand people like that, why draw like me when you can reveal your individuality? Yes, copying is useful (especially the old masters) for mastering your hand and working on your technique, but you have your own style, you just need to develop it. Maybe you’re too lazy to spend time on drawing and fill those minutes and hours when you could have been drawing by falling down the rabbit hole of social media, losing an hour or so there every day? Start drawing instead, you won’t miss anything particularly important if you don’t look at your newsfeed, the whole secret is to take the time to draw, you know? Take Your Time. Regularly.

You need to take a sheet of paper and a pencil and immerse yourself in a different state, in a state of creativity and creation, rather than consuming an endless stream of information. Why draw like some other artist? Why be like him, like her? It’s something out of adolescence, when you want to be like that actress or singer. Being yourself is the most interesting thing. Still, one day you’ll miss the real you and “come back” to yourself

“I’m afraid I’ve forgotten how to draw.”

Going back to drawing is even more psychologically difficult than starting. The advantage of a beginner is that he progresses quickly, he sees his immediate growth. With returning is much more difficult, as here you used to draw very well, probably even went to art school, everybody praised you, admired you for the talented child, and then, returning to drawing after such, to put it mildly, “long break” (sometimes in some tens years), of course, there is a huge lack of confidence in yourself. Believe me, all artists have a “fear of coming back” to drawing, and I am no exception. And the longer the period of “not painting”, the harder it is.

The fear that “it’s not the right time yet”, the fear-excuse “later, later, when we move/if my daughter passes her exams/if summer comes, then I’ll start painting”, etc. Also very popular is the fear of comparison and condemnation of others. The answer to all these fears is the same, and it’s simple and complicated at the same time – just start painting and don’t stop at the first failure. Keep going and keep going.

It is very dangerous to put off creativity “for later,” to put off your interests for later, yourself for later, because the further and longer you put it off – the weaker your faith in yourself becomes, but the stronger your fear becomes and the harder it will be to overcome later.

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Despite the considerable number of educational initiatives that produce hundreds of artists each year, the community is repeatedly shaken by critical complaints about the quality of art education and the “product” it produces, as well as student frustration and the authoritarianism of the highest echelons of artistic “power. Against the backdrop of this criticism, one way or another, discussions are held, texts are produced, and intra-artistic gossip spreads. Nevertheless, the exponential growth of art schools of all stripes and formats raises with a new demandingness the questions: what kind of art education do we need? What tools and working models can we appropriate through the experience of history? Which formats are unworkable and must be unequivocally discarded?

I would divide all students interested in art education today into two categories: the artist-in-residence – that is, the one who is primarily interested in realization in the institutional, museum or gallery field of art, and the artist-outside – the one who cares about working with media and creating his or her own institutions, interacting with audiences without intermediaries and without being bound to existing hierarchies

Schools run and taught by “masters” who have absorbed the working methods of the past have difficulty adapting to changes in theory and practice, and instead of changing and evolving, they passively or aggressively defend their position as “connoisseurs. As a consequence of this rigidity of the system or its individual participants, students acquire selective knowledge, often in a distorted form – these gaps and problems, together with censorship and repression, force students and teachers to withdraw from established educational structures and seek new forms of both artistic activity and educational strategies – from their circles, courses, reading groups, offline and online schools to their own media, blogs and social media groups

The problem with my university experience, of course, was not the content at all, but the institutional structure of the institution itself, the educational infrastructure. At university I observed every day tired people who did not really like to do what they had to do. After working as a teacher for six months – I led online pairs for giant groups on “majors,” that is, required non-core elective courses – I myself turned into a tired person, who for some reason takes apart with dear colleagues Hannah Arendt prescribed by the program or supervisors. I also realized that fatigue is sometimes mistaken for rapid disappointment – a couple of students wrote that they would not be able to join a class today, and their mood immediately dropped (this, however, was more typical of non-university programs, in which I also taught).

For one thing, education is necessary in order to align oneself in protest to established practices. But maybe I chose the curatorial identity a few years ago precisely because there were no established practices – and this was a rare field, where one could not spend years destroying and overcoming inertia, but immediately build and try something unthinkable?

Second, education is necessary to justify the profession. I keep encountering opinions that a curator in theater is not needed at all or, on the contrary, that anyone who wants to be a curator in the theater field can take it on and be a curator. Education, relying on the authority vested in our society by universities, will put a grave slab over both of these positions. Moreover, education is likely to shape institutional positions, paid project positions, journals, and criticism. But are we not better off launching a transition to modes of legitimation that do not rely on rigid institutional structures such as universities?

Third, education is necessary to cement a minimum set of required knowledge and competencies for the job

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Art education today is actively developing, it is in demand, because the art, communication with which is the basis of art education, has a great educational value, and languages and methods of art help in learning a huge amount of information, increasing the emotional richness of its content. Considering the statement that tasks and functions of education and art are similar, it can be argued that combining these spheres of human cultural activity will enhance both education and art.

In this regard, in our view, it seems interesting to consider that there is a scientific and artistic way of knowing the world. Researchers note that the scientific way of cognition involves comprehension of the content of the subject, which results in knowledge associated with human understanding of the world, its phenomena and patterns of development. Speaking about the artistic way of cognition, we mean living or experiencing its content, the result of which becomes the emotional-valuable attitude of a person to the world.

Thus, it is impossible to study the subject comprehensively and holistically only by means of science, because science cannot study and analyze this subject in the process of continuous creative evolution. That is why when posing and solving any atypical creative tasks it is necessary to use the skills of figurative thinking formed in the process of mastering art, which fosters imagination and intuitive (unscientific) ways of getting to the essence of things (emotions, feelings, etc.). Because only through art is it possible to convey the inexpressible, that which passes into the realm of the inexpressible feeling. It is the development of emotions at certain stages of the formation of the personality affects the development of the intellect.

Studying the phenomenon of art education, it is important to note such an important component of it as “creativity”.

The problem of creativity is most often studied from philosophical and psychological positions. If we consider creativity in the works of philosophers , we can note that most often they combined the process of creativity with the unconscious work of thought.

Psychologists consider creativity as psychological process of construction of the new and as unity of properties of the personality at its entrance in this process (K.V. Taylor and others). Therefore it is possible to speak about creativity as the highest activity of a person in activity.

Setting and solving creative tasks in the conditions of modern development of society is a necessary component of modernization of all aspects of life and quality of life of the whole nation and each person.

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