Philosophy of the Arts Education
My philosophy of teaching the arts is based on the notion that creativity and imagination in children needs to be nurtured by educators and carefully planned to inspire innovative risk-takers in young people.
Young children love animals! A study or focus on animals is a common feature in the early years of primary school and the activities planned for Animal Antics in the Arts have been aimed at students at Foundation Level. At this young age, children have a limited concentration span and this has been taken into account with lessons designed for 45 minute sessions.
As part of the philosophy I have developed on arts education, the 'project approach' has had a major influence. The‘project approach’ which is detailed by Koster (2009), integrates the arts into the curriculum. Koster recognises that the arts can be connected to different subject areas and this in turn enriches the learning experience because children can make meaning through multiple pathways. The project approach focuses on topics of interest to the children which Koster (2009) believes will encourage children to think more deeply and understand the world better when their interests are aroused. He states that “when children’s interests provide the starting point for designing arts activities in emergent curriculum, the children see them as meaningful” (Koster, 2009).
Animal Antics in the Arts is centred around the topic of 'animals' and this is an exciting theme for children. I strongly believe that the student’s interests should be the seeds of the curriculum and my role as a teacher is to develop life-long learners who will be intrinsically motivated to have a thirst for learning and discovering. These activities are designed to be fun, interactive and engaging for all children in their journey of the arts!
Young children love animals! A study or focus on animals is a common feature in the early years of primary school and the activities planned for Animal Antics in the Arts have been aimed at students at Foundation Level. At this young age, children have a limited concentration span and this has been taken into account with lessons designed for 45 minute sessions.
As part of the philosophy I have developed on arts education, the 'project approach' has had a major influence. The‘project approach’ which is detailed by Koster (2009), integrates the arts into the curriculum. Koster recognises that the arts can be connected to different subject areas and this in turn enriches the learning experience because children can make meaning through multiple pathways. The project approach focuses on topics of interest to the children which Koster (2009) believes will encourage children to think more deeply and understand the world better when their interests are aroused. He states that “when children’s interests provide the starting point for designing arts activities in emergent curriculum, the children see them as meaningful” (Koster, 2009).
Animal Antics in the Arts is centred around the topic of 'animals' and this is an exciting theme for children. I strongly believe that the student’s interests should be the seeds of the curriculum and my role as a teacher is to develop life-long learners who will be intrinsically motivated to have a thirst for learning and discovering. These activities are designed to be fun, interactive and engaging for all children in their journey of the arts!