|
Our research relies primarily on the ideas of the art educator Henry Schaefer-Simmern, who worked until the end of the 1970s. Supported by Rudolf Arnheim and other contemporaries, he had extensive experience in educational work and aimed to achieve specific goals through art. Though he wrote little about his approach, we can learn about his goals and teaching methods from his students and followers. As his approach relied heavily on tracking the development of students' artistic expression, frequent discussions, and self-reflection on their own artistic work, it raises the question of whether such a method can be carried out today within the school context. He asked his students to carefully observe, identify problems, suggest possible solutions, and test their assumptions, and all of this would be useful for the artistic and holistic development of children even today.
TeachingThe today,goal of our work is to examine his ideas and teaching methods by researching available literature. Based on our findings, we can identify which aspects of his approach could be beneficial in a modern context, as well as whether his principles can be adapted to the current education system. By implementing the proposed approach, it is possible to aid students in developing not just their artistic expression but also their comprehensive skills, which are vital for their success in the 21st century, in the age of drones, 3D printers and artificial intelligence, can no longer be the same as it was 10 or 40 years ago. Everything is changing. The question is whether we can still teach in the same traditional way? Can students only acquire new knowledge in a dynamic everyday life in the traditional way? Only with chalk and a blackboard? How can we strike a balance between traditional teaching and the use of technology? How can we use technology as a tool for acquiring new skills in combination with traditional math/geometry skills instead of just using technology for technology's sake? People who love math/geometry know that it is all around us, in our lives, in the workplace, in science, in business, in art ... It is not possible to give an answer to all these questions, but the main idea is to try. To answer some (or all) of these questions, we have prepared activities for students and teachers. We want to show them how to teach and learn math/geometry in a different environment, namely art. It is well known that art and mathematics have been very closely linked throughout history. From the artists of ancient Greece to the greats of the Renaissance and the outstanding designers of today. In the all too rich world of art, we have chosen neoplasticism as our artistic environment. By combining classical work with the use of Sketchpad, a dynamic program for teaching mathematics, students and their teachers discover a new world, a combination of mathematics and art. They learn new skills. However, the best thing is that they apply the adopted outcomes through "play" math/geometry (from elementary to high school) in art and vice versa. This takes teaching and learning to a higher level. New research skills (dynamic geometry) and correlations between math and art are adopted.future.
|
