Educating in the Arts - The Asian Experience: Twenty-Four Essays

Contents

Introduction by the Series Editors

Preface

Acknowledgements

Contributors

Introduction and Overviews

The Arts – Unifying Principles in Education

1. Introduction

2. Arts Education in Schools – the UNESCO Mandate

3. Valuing the Arts in Education and Research

4. The Social Impact of Educating in the Arts

5. The Arts and Community Regeneration – No Longer Just for Arts Sake

6. Research in the Arts for Pedagogy and Sustaining Communities

7. Educating in the Arts and Culture to Overcome Exclusion

8. Interaction Between NGO’S, Community Groups, Parents and Young People

9. Economic Alliances and Human Resources

10. Brief Summaries of Essays

10.1. Section One: Introduction and Asia Overviews

10.2. Section Two: Arts Education Programmes: Iran, Hong Kong and Cambodia

10.3. Section Three: The Arts, the Gallery and the Cultural Landscape – Japan/ Australia, Kyrgyzstan and Thailand

10.4. Section Four: Creativity and Expression in the Digital Age – Singapore and Japan

10.5. Section Five: The Arts, Education and the Community: Uzbekistan, Hong Kong, China, Thailand and the Philippines

10.6. Section Six: Music Programmes for Education, Multiculturalism and Human Development – Japan, Malaysia, Sri Lanka and Korea

10.7. Section Seven: Theatre, Dance and the Holistic Experience

Further Reading

Masters and Pupils

1. The Establishment of the Schools

2. The Rivalry of the Local and the Foreign

3. Art Schools as Centres of Artistic Life – and Ferment

4. And in More Recent Times

References

Art for Education

1. Introduction

2. A Snapshot of the Realities for Many Schools in Rural Asia

3. Art and Education: Two Perspectives and Case Studies

4. Ways Forward

References

Arts Education Programmes: Iran, Hong Kong, Cambodia

Arts Education in Iran

1. Art Education: a Luxury or a Necessity?

2. The Art Curriculum in the Education System of Iran: Elementary Level

3. The New Arts Programme

4. Critique, Evaluation, Final Words

References

The Arts-in-Education Programme

1. Background

2. Programme Implementation

2.1. The Arts and Language

2.2. Media Arts and Traditional Culture

2.3. Integrating the Arts

2.4. Concept Assimilation with the Arts

2.5. The Arts and Learning Diversities

2.6. The Arts and Creativity

3. Project Evaluation

3.1. Lesson Observations

3.2. Semi-Structured Interviews

3.3. Focus Group Meetings

3.4. Student Attitude Inventory

3.5. Schools’ Final Reports

4. Findings

4.1. Motivation and Interest

4.2. Arts-Specific Knowledge and Skills

4.3. Improvement in Other Subjects and Local Culture

4.4. General Intellectual Skills

4.5. Artist’s Behaviour and Collaboration Between Artists and Teachers

5. Implications

5.1. Further Implementation and Study of an Integrated Curriculum in and Through the Arts

5.2. Finding a Place for Drama in the Curriculum

5.3. Provide Opportunities for Artists and Teachers

5.4. The Importance of the School Support

5.5. Collaborating with Community Resources

5.6. The Importance of the Government Support

6. Conclusion

References

Arts Education in Cambodia

1. Introduction

2. The Significance of Arts and Culture in Khmer Society

2.1. Cultural Value and Preservation

3. Educational Systems in Cambodia

3.1. Ministry of Education, Youth and Sports

3.2. The General School

4. Cultural Institutions Responsible for Khmer Culture

4.1. The Ministry of Culture and Fine Arts

4.2. Royal University of Fine Arts

4.3. Faculty of Music

4.4. Department of Arts and Performing Arts

4.5. City and Provincial Cultural Groups

4.6. Non-Governmental Organizations

5. Arts Education in the General School Curriculum

5.1. Traditional Forms of Cultural Transmission

5.2. Efforts in Transmission and Documentation

6. The Impact of Arts Education in Cambodia

6.1. Investment in the Youth

6.2. Education of the Mind

6.3. Economic Development and Growth

6.4. Tourism

6.5. Privatization

6.6. Artist Village

7. Conclusion

References

The Arts, the Gallery and the Cultural Landscape: Japan, Australia, Kyrgyzstan and Thailand

Representation of Japanese Art at the Art Gallery of New South Wales ( Sydney, Australia)

1. Introduction

2. Personal Background

3. Work as the Curator of Japanese Art at the Art Gallery of New South Wales

4. Exhibitions 1998–2002

5. Exhibition ‘Seasons: the Beauty of Transience in Japanese Art’

6. The New Japan Gallery Display

7. Conclusion

References

Further Reading

Mountains in the Evolution of Visual Arts in Kyrgyzstan

1. Traditional Decorative Arts of Kyrgyzstan

2. Kyrgyz Painting Tradition of the Soviet Period

3. Conclusion: The Fine Arts of Independent Kyrgyzstan

References

Development of Contemporary Art in Thailand

1. Art Institutes in the Early Days

1.1. Modern Art Institutes and Realism

2. The National Art Exhibition

3. From Realism to Diversity

4. Semi-Abstract Art

5. From Contemporary Art to Internationalism

6. Art for Social Criticism and Art for Life

7. Presentation of New Materials and Methods

8. The Expansion in the Study of Art and Contemporary Art for the Young Generation

9. Multiculturalism in the Borderless World

10. The Economic Crisis and Contemporary Art in the Thai Way of Living

Creativity and Expression in the Digital Age – Singapore and Japan

Information Technology, Art Education and Creativity in Singapore

1. Singapore and the Renaissance City

2. The Hardware and Software of the Renaissance City

3. A Broad Overview of Art Education

4. A Visit to an Art Studio in a Secondary School

5. Reflections on the Visit

6. Conclusion

References

The Power of Creation and Expression in Digital- Age Children

1. Workshop Collection 2004

1.1. Policy to Raise the Standards of Creativity and Expressive Capabilities

1.2. CANVAS

1.3. Studying the Cultural Background

2. Workshop Examples (Visual Workshops)

2.1. Summer Camp at the University of Tokyo (Films and Animation)

2.2. Clay Animation

2.3. Film-Making

2.4. Creative Photography

2.5. Video Clip

2.6. Digi-Camp

2.7. Mirror of the Brain

2.8. Dragri

2.9. CG Character Creation

2.10. Relay Pictures

3. Workshop Examples (Music and Performance)

3.1. DJ

3.2. Drum Circle

3.3. Sword Fighting

3.4. String Telephones

3.5. Creating a Radio Programme

3.6. Making a Robot with a Cricket

4. Conclusion

The Arts, Education and the Community: Uzbekistan, Hong Kong, China, Thailand, and the Philippines

Art Education in Uzbekistan

1. Main Stages of Art Development in Uzbekistan and Methods of Education

2. Development of Art and Formation of Art Education in Uzbekistan in the Twentieth Century

3. Problems of Art Education During the Period of Independence. Education as a Fundamental Requirement of Creativity, and Not an Obstacle to it

4. How to Stimulate the Creativity of the Student

5. Miniatures in the System of Modern Academic Education

6. Theories of Art as an Important Part of Art Education

7. Forms of Teaching in the Traditional Sphere of Art

Further Reading

To Strive, to Seek, to Find and not to Yield

1. Policy Development

2. New Directions

3. Arts Education Projects

4. Future Prospects

Note

Further Reading

Sustainable Education for Sustaining Communities:

1. Introduction

2. China: Renmin High School, affiliated to Renmin University of China HSARUC

2.1. Background

2.2. Strategies to Develop Life Skills and Deeper Understanding of Social Issues

2.3. Recent Developments

3. Thailand: Pilot Project Over Ten Provincial Schools (2)

3.1. Background

3.2. Assessment of the Case Studies Examined in Thailand and China

3.3. Outcomes

4. Conclusion

Notes

New and Varied Initiatives in Arts Education for Cultural Development in Philippine Society

1. Arts and Culture in the Philippines

2. The Situation in the Philippines of Art and Cultural Education

3. The Philippine Art Educators Association

4. The Philippine Educational Theatre Association

5. Kasibulan (Kababaihan Sa Sining at Bagong Sibol Na Kamalayan) ( Women in the Arts and an Emerging Consciousness)

6. Baglan, an Initiative in the Arts for Community Development

7. Dalubhasaan Sa Edukasyon, Sining at Kultura (Desk) an Academy in Education, Art and Culture

8. The Cultural Centre of the Philippines

9. Sub-Committees of the National Commission for Culture

10. The National Commission for Culture and the Arts ( NCCA) – Philippine Cultural Education Plan

11. Arts Education for Cultural Development in Philippine Society

Music Programmes for Education, Multiculturalism and Human Development: Japan, Malaysia, Sri Lanka and Korea

Crossroads for Cultural Education Through Music

1. A Paradigm Shift in Teaching Music in Schools

2. Inter-Subjective Approaches to Teaching World Music

3. Socio-Cultural Dimesions of Teaching World Music

4. Asian Music Educators’ Network

Further Reading

Symphony and Sa Re Ga

1. Introduction

2. Rationing Time

3. Surveying Music and Music Education in Sri Lanka

4. A Historical Overview of Music and Music Education in Sri Lanka

5. Music Education in Recent and Contemporary Times

6. Trials and Tribulations: Drafting a Pre-Service Course

7. The Pre-Service Music Teacher Training Course

8. A Summary of the Aims and Objectives of the Course

9. Musical Competencies Required, or Broad Areas of Study

Notes

References

A Paradigm Shift in Teaching Music in Schools

1. Why Multiculturalism?

2. Music Curriculum in Malaysian Secondary Schools

3. Current Limitations of Music Teaching

4. Example of an Instructional Approach in Music Appreciation Classes

5. Lesson Plans

5.1. Lesson Plan 1 (Wayang Kulit Kelantan)

6. Instruments (see Fig. 18.1)

6.1. Musical Elements

7. Intercultural Influences in Instrumentation and Musical Style

7.1. Lesson Plan 2 (Togunggu/ Togunggak)

8. Conclusion

References

Layers of Thought on Korean Music, Music Education and the Value of Music and Arts in the Context of Education and Human Development

1. The Background to the Current Musical Culture of Korea

2. The Consequences

2.1. A Lack of Cultural Identity

2.2. Why is Identity Important?

3. Korean Attitudes to the Arts

3.1. A Study of School Principals

3.2. Disparate Realities

3.3. Realities of Music Education in Korea

3.4. Music Education in Arts Schools (Special Purpose Schools)

3.5. Music Education in Alternative Schools

3.6. Music Education in Private Institutions (Studio Teaching)

3.7. A Study of the Value of Musical Abilities to Educational Development

3.8. A Comparison of Musical Ability Scores to Mathematics and Other Behavioural Traits

4. Summary

5. Layers of Thought

Further Reading

Theatre, Dance and the Holistic Experience: India, Hong Kong and Malaysia

Rasa – A Life Skill

1. The Natyasastra

2. The Rasa Sutra

3. Rasa in Education

4. Case Studies

4.1. Where Dance has been used as Purely a Creative Art Form ( Abacus School, Chennai, India)

4.2. Where Dance has been used to Bolster the Physical Education Curriculum ( a Survey as Part of My Master’s Thesis, with Help from the Madras Craft Foundation, Chennai, in Conjunction with Various Schools across Chennai, India)

4.3. Where Dance has been used to Aid the Educative Process ( Avvai Home, Chennai, India)

4.4. Where Dance was Substituted in a Moral Science Programme at a Juvenile Correctional Centre ( Purasuvalkam, Chennai)

4.5. Where Dance was Included as a Part of a Vocational Training Programme for Professional Sex Workers, Child Sex Workers, Transvestites and People Affected with HIV, with Oxfam ( Phnom Penh, Cambodia)

4.6. Where Dance was Included as an Optional After-School Activity in a Burmese Street Children’s Home with World Vision ( Yangon, Myanmar)

4.7. Where Dance was Used to Aid Dogs: With the SPCA ( Bangkok, Thailand)

4.8. Where Dance, Legend, Death and Immortality were Interwoven with Village Children in Indonesia with Local Children ( Pajangan, Indonesia)

5. Benefits Observed

6. Possible Negative Outcomes, Issues and Questions

7. Conclusion

7.1. The Process of Realizing rasa is as Important as the Actual Experience

Further Reading

Tertiary Dance Education in Malaysia

1. Traditional Dance Training

2. Western Dance Training

3. Choreography

4. Challenges

5. Recommendations

Further Reading

Theatre and Education:

1. Background: The Theory and Practice of Community Theatre

2. The Value of Community Theatre in Community and Personal Development

2.1. Community Development

2.2. Social and Political Personal Development

2.3. Spiritual and Emotional Personal Development

2.4. Cognitive Personal Development

3. Steps for Mounting a Successful Community Theatre Group

The Black Box Exercise

1. The Black Box Contains Records of Flying

2. What do You Understand by a ‘Black Box’?

3. An Exercise and an Arts Education Experiment

4. An Attempt to Define and Redefine Arts and Education

5. The Stages of Black Box Activities

6. Black Box Creative Concepts in Relation to Arts Education and Globalization Culture

6.1. An International Arts Education Curriculum

6.2. Creativity on a Fair and Common Ground

6.3. Inclusion Versus Exclusion

6.4. Freedom and Its Limits

6.5. Individuality Versus Collective Creativity

6.6. A Bottom–Up Approach to Developing a Civil Society

6.7. Art Versus Institutions and Systems

6.8. Form and Content of Representation and Communication

6.9. Cross-Community/Cross-Discipline and Cross-Culture

6.10. An International Arts Education Curriculum

7. Black Box Exercise Principles

7.1. Hands-On Activities

7.2. Project-Based Learning

7.3. Role Playing in Real Time

7.4. Community Sharing

7.5. Replicablity of the Model

8. The Black Box Exercise Characteristics and Approaches

8.1. Installation Art

8.2. Workshop Based

8.3. Artists’ Involvement

8.4. Ownership

8.5. A Cross-Regional Exchange Model and Network

8.6. Zuni Icosahedron (Founded in 1982, an Independent Cultural Collective)

Conclusion

Conclusion

1. Valuing the Outcomes of Educating in the Arts

2. The Vital Role of NGOS When Educating in the Arts

3. Building Educational Opportunities

4. UNESCO’S Leadership Role in the Arts in Education

5. The Future

5.1. Who will Benefit and how?

5.2. Current Strategies are Insufficient

5.3. Educating in the Arts using ICTs Meets the Challenges of our Societies

Further Reading

Author Index

Subject Index