ART EDUCATION PHILOSOPHY
ABSTRACT
Luis A. Garay’s Art Education Philosophy Abstract
Garay Bazan's art education philosophy integrates traditional philosophies and contemporary theories, implying the use of technology to teach in our digital era of Artificial Intelligence.
His philosophy is traditional, as it involves repeating and copying the art techniques of the artists. It is also simultaneously progressive in Art Education, as the art promotes creativity and self-expression in creating authentic and self-actualized individuals. It joins the theory of multiple intelligences.
A large part of his philosophy is informed by constructivist learning theory, which states that we build knowledge through experience and reflection.
Constructivist practice means less reading or memory work and more active experimentation in the classroom.
Constructivism transforms the student from a passive receiver of information to an active participant engaged in the learning process.
Students formulate and test their ideas, draw conclusions and inferences, and share and transmit their knowledge in a collaborative learning environment.
It is flexible because students' interests can divert the activities of a planned course in a new direction.
Here are a few benefits of constructivism:
• Children learn more and enjoy learning more when they are actively involved in the class as opposed to being passive listeners.
• Education works best when it focuses on thinking and understanding rather than on rote memorization.
• Constructivist learning is transferable to other learning settings.
• Constructivism gives students ownership of what they learn. How is this accomplished? Learning by this method is based on students' questions and explorations; often, the students have a hand designing the assessments themselves.
ART EDUCATION PHILOSOPHY
REFLECTION
A Reflection on the Changes over Time in Art Education by Luis A. Garay / Garay Bazán
Art education has changed profoundly from the past to today and will continue to change rapidly in the coming years. In contrast, the art educator's philosophy is found in their reflection and analysis, adapting it to the needs of experience, science, and time. After briefly reviewing some fundamental contributions to philosophical concepts and theories in the history of arts education, The art educator has reflected on the evolutionary changes in teaching from the beginnings of traditional arts education pedagogy in America to the most up-to-date thoughts of the virtual era. The art educator can now teach how to use and apply the concepts, theories, and resources only because the data and information are easily found in the cell phone computer.
In addition to these philosophies, concepts, and theories, the educator has the mission to coincide, improve, or have their educational philosophy according to the educational circumstances.
Today, with the evolution of technology and Artificial Intelligence, the educator could have as a philosophy only to teach and guide his students with passion and love how to use technologies, data, theories, and concepts to the successful benefit of their goals and ideals of these future students of our society.
The Artist and Art Educator believes that educators can now teach how to use and apply the concepts, theories, and resources using the medium of the cell phone and computer or any device to educate. The educator will develop their educational philosophy defined by what he thinks and by what he believes that he is educating with an educational philosophy focused on free creativity, integrated art, and primary and vital knowledge classics for the student's life and prosperous future in the AI's virtual era.
7.2.24 P. Updated by GBAM