The Embodied Response of Museum EducationThe Embodied Response of Museum Education Olga M, Hubbard Reading this article, I found it interesting that many theorists recognized the relevance of body-mind integration in schools. It also proves how important art education is theoretically. In other words, “Arts pedagogy has the greatest strength and significance in its unique possibility of combining various modalities” (Attila, 2004). As said, art education is very fluid, rational, systematic, and essential. In addition, it was found that a non-discursive approach to promoting specific reactions to art can maximize the effect of art education. For many years, museum educators have connected audiences with art through movement, sound, poetry, painting, and other non-discursive means (Durant, 1996; Rice, 1995; Zeller, 1987). Educators and museum visitors enjoy these activities. It can break the apathy between participants, change the rhythm and dynamics of a session, and make the learning experience more enjoyable. However, in addition to making the visit more dynamic and fun, non-discursive activities make a unique contribution to museum learning. It helps visitors engage their bodies and emotions in response to an object, allows audiences access to aspects of the work that would avoid discourse, and allows people to express their reactions through processes other than rational thinking. In short, non-discursive activity can help activate the embodied modes of knowing that are essential to aesthetic experience, especially in a direct way. In other words, considering this importance, museum-linked classes in art education are a good experience for students to experience art through various dimensions of being human together. As the final conclusion, this article strongly motivates me how exciting and wonderful it is to see students interpret the work in a meaningful and memorable way and then see it enter their lives. Therefore, in my future classes, I will sincerely recognize the importance of museum classes and connect them to lead them to become meaningful, practical and experiential classes.
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