In previous article we looked at Discipline Based Art Education in art history and art production now we need to focus on art criticism and art appreciations(aesthetics) in brief and how it worth being in the primary education curriculum.
Whilst art criticism is responding to interpreting meaning and making critical judgements about specific works of art (Discipline Based Art Education module).
When children form criticisms they give meaning to an artefact and comment whether the art product is worth to have the desired meaning . In the classroom situation children allowed to make their individual well informed judgements on artefacts . Thus making a comprehensive evaluation of the artefacts in a freely designed atomosphere where all learners are actively involved.
According to Riddel (1992)visual art is a way of explaining ideas ,recording information ,discovering and expressing something about the visual world. In art criticism children learn to talk to the artefacts on their feelings ,thus having an opportunity to tell others what they viewed in certain production. It is crucial in learning art because the teacher guided them to spot the mistakes as they can now able to do their self remedy a sense which enhances the quality of art production.
Art appreciations (aesthetics)on the other side is the theory of fine arts and of the people 's responses to them. This is the science branch with philosophical ideas with beauty doctrines of taste(webster 1993).
Aesthetics in art is taught because it is the basic purpose of helping children to understand better both particular artworks and art in general as it improves children's attitudes towards art(Discipline Based Art Education module).
An integrated form of activities are coordinated by aesthetics as it comprise situations in a classroom situations. In other words aesthetics should relates to children's local environment and discussions must be done according to the cognitive level so that they can understand better.
The teacher's role to guide children in a specific direction where pupils see the aesthetic elements on artefacts. By this way they learn the beautiful components on objects so that they arouse curiosity to enhance their techniques in aspects of practising. Hence learning and teaching of aesthetics in art lessons also act as stimuli for children to accept ideas in areas of beauty images produced by viewing and reproduce them in another classic beautiful creative fashion when practising.Discipline Based Art Education advocates for children 's effort should be praised without a need to judge responses right or wrong. It is natural that beauty is in the eyes of the beholder and an art isn't an exception human activity crucial in perceiving things differently.
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