Bovt A. Art and Aesthetic Education of Secondary School Students in Canada (the end of the 20th - the beginning of the 21st century).

Українська версія

Thesis for the degree of Candidate of Sciences (CSc)

State registration number

0418U005048

Applicant for

Specialization

  • 13.00.01 - Загальна педагогіка та історія педагогіки

27-11-2018

Specialized Academic Board

Д 29.051.06

Volodymyr Dahl East-Ukrainian National University

Essay

The theoretical basis of art and aesthetic education of secondary school students in Canada is revealed. The views of contemporary culturologists, aesthetics, artists of Canada on art and aesthetic education as the basis of human life are highlighted. The materials of world conferences and summits on problems of art and aesthetic education are presented. The essence and importance of art and aesthetic education at secondary schools of Canada are analysed. It is determined that in the Canadian educational system, art and aesthetic education is implemented in two ways: independent and integrated. It is proved that integration of arts is the most successful way of art and aesthetic education. Different models of arts integration into the educational process of secondary schools of Canada are described. The pedagogical conditions and results of “Learning through the Arts” programme implementation at secondary schools of Canada are considered. The main provisions of the Canadian National Arts Education Standards are presented, which specify how art and aesthetic education should be carried out. The characteristics of secondary schools of Canada with mainly arts-based learning are presented. Ten principles lying in the basis of the Integrated Art and Aesthetic Education Programme are identified. The general organizational tendencies of the art and aesthetic education process of secondary school students in Canada in the end of the 20th - the beginning of the 21st century are revealed and analysed. Three approaches to art-based learning are researched: learning of arts, learning through arts and learning about arts. The analysis of the curriculum of different art disciplines for different classes in some provinces of Canada is conducted. The usage peculiarities of dance, music, drama and visual arts in the Atlantic provinces of Canada, as well as in the provinces of Ontario, Quebec, Manitoba, Alberta, British Columbia, Saskatchewan and Nova Scotia are revealed.

Files

Similar theses