Apa Itu Seni B:-)

fleurzsa

Mengamalkan aktiviti kesenian dapat menimbulkan kepekaan rasa dalam menanggapi seni, sikap percaya diri, kemahiran berkarya,

serta menkomunikasikan idea dan keyakinannya.

:-||

fleurzsa

Manusia memiliki dua bahagian otak yang dihubungkan oleh jaringan sel saraf yang luar biasa kompleksnya yang disebut Corpus Callosum.  

Kedua bahagian ini secara dominan berhubungan dengan jenis aktivti yang berbeza.  

Untuk menyeimbangkan kecenderungan ilmu terhadap otak kiri, perlu dimasukkan muzik dan estetika (budi pekerti)

Speiry dan Orritein dalam Buzan (1999)

//o-o

[ Last edited by  fleurzsa at 3-6-2008 05:05 PM ]

fleurzsa

Anak-anak yang sedang bermain muzik, atau menyanyi akan menjadi pembaca yang lebih baik, pemikir yang lebih baik dan pembelajar yang lebih baik dari anak-anak lain.

Cassidy (2002) dalam Izani Mat Il (2006)

8-O

fleurzsa

Performance has been a way of appealing directly to a large public,

as well as shocking audiences into reassessing their own notions of art and its relation to culture厖

The work may be presented solo or with a group, with lighting, music or visuals made by the performance artist him or herself, or in collaboration,

and performed in places ranging from an art gallery or museum to an 揳lternative space

fleurzsa

揔anak-kanak kebanyakannya sangat berminat dengan aktiviti seni dan kreatif

fleurzsa

by Dee Dickinson

1.        They are languages that all people speak that cut across racial, cultural, social, educational, and economic barriers and enhance cultural appreciation and awareness.

2.        They are symbol systems as important as letters and numbers.

3.        They integrate mind, body, and spirit.

4.        They provide opportunities for self-expression, bringing the inner world into the outer world of concrete reality.

5.        They offer the avenue to "flow states" and peak experiences.

6.        They create a seamless connection between motivation, instruction, assessment, and practical application--leading to deep understanding.

7.        They are an opportunity to experience processes from beginning to end.

8.        They develop both independence and collaboration.

9.        They provide immediate feedback and opportunities for reflection.

10.        They make it possible to use personal strengths in meaningful ways and to bridge into understanding sometimes difficult abstractions through these strengths.

11.        They merge the learning of process and content.

12.        They improve academic achievement -- enhancing test scores, attitudes, social skills, critical and creative thinking.

13.        They exercise and develop higher order thinking skills including analysis, synthesis, evaluation, and "problem-finding."

14.        They are essential components of any alternative assessment program.

15.        They provide the means for every student to learn.

fleurzsa

Charles Fowler, D.M.A.

The arts are windows on the world in the same way that science helps us see the world around us.

Literature, music, theater, the visual arts, the media (film, photography, and television), architecture, and dance reveal aspects about ourselves, the world around us, and the relationship between the two.

In 1937, German planes flying for Franco in the Spanish civil war bombed a defenseless village as a laboratory experiment, killing many of the inhabitants.

In Guernica, Pablo Picasso painted his outrage in the form of a vicious bull smugly surveying a scene of human beings screaming, suffering, and dying.

These powerful images etch in our minds the horror of a senseless act of war.

Similar themes have been represented in other art forms.

Benjamin Britten's War Requiem gives poignant musical and poetic expression to the unpredictable misfortunes of war's carnage.

Britten juxtaposes the verses of Wilfred Owen, a poet killed during World War I, with the ancient scriptures of the Mass for the Dead.

In Euripides' play The Trojan Women, the ancient art of theater expresses the grievous sacrifices that war forces human beings to endure.

The film Platoon, written and directed by Oliver Stone, is a more recent exposition of the meaning of war, a theme that has been treated again and again with telling effect in literature throughout the ages.

The theme of human beings inflicting suffering upon other human beings has also been expressed through dance.

One example is Dreams, a modern dance choreographed by Anna Sokolow, in which the dreams become nightmares of Nazi concentration camps.

This theme and many others are investigated, expressed, and communicated through the arts. Through such artistic representations, we share a common humanity.

What would life be without such shared expressions? How would such understandings be conveyed?

Science is not the sole conveyor of truth.

While science can explain a sunrise, the arts convey its emotive impact and meaning.

Both are important.

If human beings are to survive, we need all the symbolic forms at our command because they permit us not only to preserve and pass along our accumulated wisdom but also to give voice to the invention of new visions.

We need all these ways of viewing the world because no one way can say it all.

The arts are acts of intelligence no less than other subjects.

They are forms of thought every bit as potent as mathematical and scientific symbols in what they convey.

The Egyptian pyramids can be "described" in mathematical measurements, and science and history can hypothesize about how, why, and when they were built, but a photograph or painting of them can show us other equally important aspects of their reality.

The arts are symbol systems that permit us to give representation to our ideas, concepts, and feelings in a variety of forms that can be "read" by other people.

The arts were invented to enable us to react to the world, to analyze it, and to record our impressions so that they can be shared.

Like other symbol systems, the arts require study before they can be fully understood.

Is there a better way to gain an understanding of ancient Greek civilization than through their magnificent temples, statues, pottery, and poetry?

The Gothic cathedrals inform us about the Middle Ages just as surely as the skyscraper reveals the Modern Age. The arts may well be the most telling imprints of any civilization.

In this sense they are living histories of eras and peoples, and records and revelations of the human spirit.

One might well ask how history could possibly be taught without their inclusion.

Today's schools are concerned, as they rightly should be, with teaching literacy.

But literacy should not-must not-be limited to the written word.

It should also encompass the symbol systems of the arts.

If our concept of literacy is defined too narrowly as referring to just the symbol systems of language, mathematics, and science, children will not be equipped with the breadth of symbolic tools they need to fully represent, express, and communicate the full spectrum of human life.

What constitutes a good education anyway?

Today, one major goal has become very practical: employability.

Children should know how to read, write, and compute so that they can assume a place in the work force.
   
Few would argue with that.

Considering the demands that young people will face tomorrow in this technological society, the need for literacy in English language, mathematics, science, and history is critical.

But this objective should not allow us to overlook the importance of the arts and what they can do for the mind and spirit of every child and the vitality of American schooling.

Educational administrators and school boards need to be reminded that schools have a fundamental obligation to provide the fuel that will ignite the mind, spark the aspirations, and illuminate the total being.

The arts can often serve as that fuel.

They are the ways we apply our imagination, thought, and feeling through a range of "languages" to illuminate life in all its mystery, misery, delight, pity, and wonder.

They are fundamental enablers that can help us engage more significantly with our inner selves and the world around us.

As we first engage one capacity, we enable others, too, to emerge.

Given the current dropout rate, whether the entry vehicle to learning for a particular human being happens to be the arts, the sciences, or the humanities is less important than the assured existence of a variety of such vehicles.

The first wave of the education reform movement in America focused on improving the quality of public education simply by raising standards and introducing more challenging course requirements at the high school level.

The second wave has focused on improving the quality of the nation's teachers.

The third wave should concentrate on the students-how to activate and inspire them, how to induce self-discipline, and how to help them to discover the joys of learning, the uniqueness of their beings, the wonders and possibilities of life, the satisfaction of achievement, and the revelations that literacy, broadly defined, provides.

The arts are a central and fundamental means to attain these objectives.

We do not need more and better arts education simply to develop more and better artists.

There are far more important reasons for schools to provide children with an education in the arts.

Quite simply, the arts are the ways we human beings "talk" to ourselves and to each other.

They are the language of civilization through which we express our fears, our anxieties, our curiosities, our hungers, our discoveries, and our hopes.

They are the universal ways by which we humans still play make-believe, conjuring up worlds that explain the ceremonies of our lives.

The arts are not just important; they are a central force in human existence.

Every child should have sufficient opportunity to acquire familiarity with these languages that so assist us in our fumbling, bumbling, and all-too-rarely brilliant navigation through this world.

Because of this, the arts should be granted major status in every child's schooling.
________________________________________
About: Charles Fowler
In his book Can We Rescue the Arts for America's Children? Dr. Charles Fowler said, "The arts are not just important; they are a central force in human existence. Each citizen should have sufficient and equal opportunities to learn these languages, which so assist us in our fumbling, bumbling, and all-too-rarely brilliant navigation through this world. Because of this, the arts should be granted major status in American schooling. That is a cause worthy of our energies."
As a practitioner of several arts with a background of teaching on every level, Dr. Fowler, who is now deceased, was an eloquent spokesman on behalf of the arts in education. He lectured and consulted extensively on this topic throughout the United States and abroad, and wrote more than two hundred articles, as well as numerous books and reports. For fifteen years he served as Education Editor of Musical America magazine, and was also editor of Music Educators' Journal. Among his publications is Sing!, a textbook for secondary school choral classes. He was director of National Cultural Resources Inc. in Washington, D.C.
Dr. Fowler received a Master of Music degree from Northwestern University and a Doctor of Musical Arts degree from Boston University. He wrote educational materials for the New York Philharmonic, the Metropolitan Opera, the National Endowment for the Arts, and the John F. Kennedy Center for the Performing Arts.
He was the script writer for the grand opening of the Epcot Center for Walt Disney Productions, for the grand opening of Knoxville World's Fair, and he wrote scripts for a number of music programs on National Public Radio. He has prepared scripts for Jos