Importance of Art Education during Childhood Essay Example for Free

Importance of Art Education during Childhood Essay Since more than two decades researchers have been discovering affirmative relationships between arts education and cognitive improvement in children. Gardner (1983) has claimed an affirmative relationship between arts and intellectual (Clark Zimmerman, 2004). There are multiple advantages of arts education that range from the improvement of vocabulary and math competence, to the improvement of spatial reasoning. Today arts education is given much more importance than previously, when it was thought to be a lot of fluff. Art is not simply an extra subject in education; it is necessary to learning. When students learn about the visual arts, they get a view of the rich and fascinating world around them. This teaches them theirs as well as others history and customs. Art leads to a cultivation of expressiveness, imagination and originality along with critical thinking and analytical competence. It has been stated by the art educators that children as young as three years of age consistently use their imagination in different ways (Golbeck, 2001). The children studying about art expand their capabilities to consider meanings and to make assessments and decisions. Through comprehending and creating art, a student can learn how to work collaboratively with others and also how to put in effort to attain an objective. Also, art education helps in making a major contribution to the enhancement of the child’s capabilities to tackle with the abundance of visual indications obtainable to him and to comprehend and utilise these visual indications (Anway McDonald, 1971). The enhancement of such competencies and qualities allows for making children better learners along with helping them to feel good; that is, it creates self-worth. It is a world where concepts and data are usually conveyed visually, and the children are required to learn the way they can consider and ascertain the sense of the pictures and also how they can use them so as to convey their own concepts. These talents and qualities are considered essential for individual success as well as America’s improvement.   In spite of this several schools have reduced their budget in art programs since the last decade and this has resulted in some schools providing with almost no art education (Prentice, 2000). These schools are not offering their students with the chance to improve their talents that are so essential if they are to succeed in a competitive fiscal setting in such an ethnically varied, visually adjusted world. Teaching Art Enid and Laura Zimmerman say that there are three standpoints of art teaching that have affected art education for youngsters since the last five decades. The first point is that a child’s piece of art is an expression of the natural internal procedures of improvement. The second point is established on a cognitive improvement attitude, and it concentrates on children’s building of general knowledge concerning the world. The third point is that art education leads to a promotion of self-improvement in order to allow the children to absorb themselves relative to the community they live in. According to Gardner (1980) when adults offer the youngsters with the kit, materials and support, their natural art capabilities develop. The adults should not be directly interfering with the children so as to develop their natural capabilities (Schaffer-Simmern, 1948). Infants and preschool children rather prefer to explore colors, feel and type of materials and express thoughts, concepts and insights. These are fine objectives for them. They value the procedure more than the end result. After completion of the work by a child, the teacher or parent should talk to him about it instead of simply praising him. This allows for learning more about the artwork and how the child thinks. Also, the instructor can put down points on paper and, if the child allows, fix it to the child’s work. Plus, the artwork should be dated. That allows the instructor to keep a track of the youngster’s improvement. Visual arts can be a source of advantage to children of all ages. From a kid’s first rate motor skill development to a teen’s expressive enhancement, the arts can prove to be a much efficient training and managing means. A person does not have to be absolutely knowledgeable on each and every procedure or have to purchase extremely costly equipment in order to bring in the arts to a kid’s life. Straightforward product selection and child focused examination can direct initial creative attempts. Children’s Motivational Beliefs about Art Art classrooms offer with distinct motivational tests. Even though kids usually take pleasure in the hands-on exercises which are part of most of the curriculum and they without reluctance involve themselves in the delegated projects, it is quite often hard to get them to put in all their efforts, to make their â€Å"hurried production† more detailed and improved. Many a times young students are overheard talking about who is good at art and who is not, which is mostly themselves. Usually with age kids become pessimistic concerning their art capability (Flannery Watson, 1991; Gardner Rosenstiel, 1977). The necessity of motivation in order to maintain children’s interest in art is accentuated by the usual weakening in self-esteem and interest in art which the kids start displaying during middle childhood. This weakening is linked with the children’s idea that their production should fulfil the principles of traditional practicality and that they do not possess the abilities of accomplishing this (Flannery Watson, 1991). Nevertheless, comparable deteriorations in self-assessments of capabilities are commonly perceived in various subjects (Stipek Maclver, 1989), and also the progressive weakening of student’s encouragement as they advance through school. In goal theory the advice is implied that teachers motivate students to follow individual imaginations of mastery more willingly than to work to impress outside assessors. This is a problem for regions like visual art where students should bear in mind the ultimate receiving of their performance (imaginative production) by an audience even as they try to focus on self-enhancement and mastery. This matter poses a problem to the art teachers who should make every day choices concerning the degree to which they will try to motivate students by emphasizing grades and the chance for exhibit of work. Art teachers are also caught up with the fact about whether art contests raise children’s concentration on spirited performance to the disadvantage of their assignment involvement and ability improvement. Parents and Art Education Parents can help their children in art education and not just rely on the institutions. They can encourage the children’s involvement in art when at home which can be done by encouraging art programs in the nearby society and also by assisting in making a decision as to how the school can teach the art. Parents can also turn out to be important speakers for developing art programs at schools. Parents can work along with the school staff, with the members of art societies, and also with other people. In this way they can ensure that art is being given a significant position in their children’s education plus in the society. There can be PTA meetings held that would emphasize on the importance of art education. In this way parent awareness concerning art education will be built. A very significant step that parents, and even rest of the people, can take is to back up education leaders and officers so as to sponsor the addition of art education in the syllabus. Every person can lead to a difference if he contacts these persons.

AIDS/HIV :: essays research papers

Different people define success in many different ways. What is considered success by one person may be viewed as failure by another person. Randy Shilts, a homosexual newspaper reporter / author, attempts to make fundamental changes in America’s opinion on AIDS. In Randy Shilts’s essay, "Talking AIDS to Death," he speaks of his experiences as an "AIDS celebrity." At the core of Shilts’s essay is the statement, "Never before have I succeeded so well; never before have I failed so miserably"(221). Shilts can see his accomplishments from two points of view- as a success and as a failure. Despite instant fame, Shilts is not satisfied with the effects his writings has on the general public. Shilts’s "success" and reasons for failure can both be considered when one decides whether or not his efforts were performed in vain. From a superficial stand point Randy Shilts, without a doubt, has become a great success with the release of his book And the Band Played On. Almost over night, Shilts is emerged in all the luxuries of stardom. "I quickly acquired all the trappings of bestsellerdom: 60 Minutes coverage of my "startling" revelations, a Book-of-the-Month Club contract, a miniseries deal with NBC, translation into six languages, book tours on three continents, featured roles in movie-star-studded AIDS fund raisers, regular appearances on network news shows, and hefty fees on the college lecture circuit" (220). These benefits, along with numerous others, mark that of a "successful" person. Hopes 2 However, a deeper look into the expectations Shilts has for his book can offer an explanation to why Shilts was not a complete success. Randy Shilts set out to make monumental changes in the world’s perspective of AIDS. He planned to enlighten, motivate, and educate the population on this tragic disease that has already claimed so many lives. He believed that virtually all the misconceptions about AIDS would be corrected and the public would insist that more be done to stop the epidemic. "I had hoped to effect some fundamental changes. I really believed I could alter the performance of the institutions that had allowed AIDS to sweep through America unchecked" (220). Shilts’s immense expectations positioned him for his inevitable sense of failure. He did not accomplished all that he had planned. AIDS was still spreading and people were still dying. "The bitter irony is, my role as an AIDS celebrity just gives me a more elevated promontory from which to watch the world make the same mistakes in the handling of the AIDS epidemic that I hoped my work would help to change"(220).

Individual Assignment Business Organizations Essay

Reflective practice is a way of studying your own experiences to improve the way you work. It is linked with the concept of learning from experience, in that you think about what you did and what happened, and decide what you would do differently next time. Reflective practice will make you improve the quality of service you deliver. It will ensure that the service providers are always getting the best possible service that they require because by using reflective practice you are always looking for things to improve on and see if you could do anything differently the next time round. Standards such as essential standards tell us how we should be working. We can use them to think about the way in which we work and measure ourselves against them. As everyone has different values and beliefs, it is important that we treat everyone the same no matter what their beliefs are. We should provide the same support for everybody, If we do not work this way then we will fail to perform the standards of the codes of practice set out by the regulating bodies. Outcome 2 2.1Everybody reacts differently to feedback whether it be positive or negative. I value any kind of feedback given to me, positive or negative because it is a good way of trying to better yourself. Some people may take negative feedback personally and think that they are being criticised. 2.2 It is important to seek feedback from people as you will know if you are working in the correct way. If you get negative feedback you will then know what you need to improve on for the better and positive feedback you know you can carry on the good work that you are doing. 2.3 It is important to listen to the feedback you get and use it whether it is positive or negative so that you can improve the way that you work and your quality of work.

Michel Trudeau Killed by Avalanche in 1998

Michel Trudeau, the 23-year-old son of former Canadian Prime Minister  Pierre Trudeau  and Margaret Kemper and younger brother of current Canadian Prime Minister Justin Trudeau was killed by an avalanche in British Columbias  Kokanee Glacier Park  on November 13, 1998. Three other skiers also present on the slopes were rescued by a national park service helicopter from the provincial park in the wilderness area northeast of Nelson, B.C., where the young Trudeau was presumed to have been pushed off the ski trail by the avalanche and swept down into Kokanee Lake, where he was believed to have drowned. A private memorial service for family and friends was held on Friday, November 20, 1998, in Outremont, Quebec, though his body was never recovered from the lake. After the Incident Nearly ten months after the avalanche that killed Michel Trudeau, the Royal Canadian Mounted Police (R.C.M.P.) sent a dive team into Kokanee Lake to search for his body, but a long winter, cold summer, and snow in the Rockies hampered search efforts. Before beginning the search, the R.C.M.P. cautioned that it was possible young Trudeaus body may never be found because divers could only go down to a depth of 30 meters (about 100 feet) while the lake is 91 meters (close to 300 feet) deep at its center. After nearly a month of searching — largely due to the limited number of days of open waters on the lake and the high altitude that prevented deep diving — Trudeaus family called off the search without recovering the body and later erected a chalet nearby as a memorial to Michel. More About Michel Nicknamed Miche by Fidel Castro (of all people) during a visit with his grandparents to Cuba in 1976, Michel Trudeau was born only four months before on October 2, 1975, in Ottawa, Ontario. Upon retiring from politics, Michels father Pierre moved the family to Montreal, Quebec, where the 9-year-old Michel would spend the rest of his childhood. Michel attended the Collà ©ge Jean-de-Brà ©beuf before pursuing a graduate degree in microbiology at Nova Scotias Dalhousie University. At the time of his death, Michel had been working at a mountain resort in Rossland, British Columbia for about a year.   On November 13, 1998, Michel and three friends set out on a backcountry skiing trip in the Kokanee Glacier Park, but the avalanche separated the group from Michel as he was swept downhill into the lake.   After his death, a newly discovered varietal of rose was named after him, dubbed the Michel Trudeau Memorial Rosebush, with proceeds from sales of the new flower benefitting the Canadian Avalanche Foundation, which helps survivors and victims of Canadas many avalanches recover after getting caught in one of natures most destructive natural disasters.