Art, culture and traditional subjects, why foster interaction?
Introduction
When education joins art and culture, it opens a path that offers children and young people the possibility to develop their full potential. A rich artistic and cultural education not only helps students enrich their artistic desires, motivating them to creatively use all local resources at their disposal, but also to formulate proposals that are for the benefit of their integral development. To carry out this process, it is necessarytheir execution and of course, the participation of all those who feel called to contribute to this task.
Art and culture in schools provide powerful strategies for the construction and teaching of an intercultural citizenship, whose main objective is to ensure that young people, through the education of arts, can know their roots and appreciate the various artistic expressionsthat exist in our country. In this way they can recognize, respect and value the diversity and cultural wealth of our country.
This essay will explain the application of art and culture for comprehensive education, as well as the benefits in the appreciation of art and alternatives to promote art and culture in education.
Developing
UNESCO considers the mastery of culture and the arts useful for the formation of people. Indeed, when several creative manifestations are included in teaching, such as music, theater, dance or body movement and visual, medial and literary arts, the maximum opportunities for the integral and autonomous development of people assubjects of your own experience. (The contribution of arts and culture to a quality education, 2016)
Consider art in education from childhood entails having greater knowledge and learning towards cultures different from your own, a respect for different aesthetic values, which allows us to understand and know that creative solutions to existing problems can come from very different Solutions and alternatives, an ability to enjoy and assimilate different artistic expressions and manifestations, enriching the learning and assimilation of abstract meanings, having a space for coexistence within the classroom, of exchange of ideas, opinions and conceptions, without the rigidity of other subjects , in relation to what the Organic Law of Intercultural Education says in the unique chapter of the field, principles and ends art 2 literal H mentions that the interaction and multi -learning is considered as instruments to enhance human capacities through culture, thus Literal AA says that the right of the person is guaranteed s to an education that allows them to build and develop their own cultural identity and to the students the space for reflection, would visible, strengthening and the strengthening of their culture.
Apart from the proposal that was mentioned to include art in education, starting classes with a session dedicated to it, there are other alternatives, for example, to make school trips to places with a great artistic heritage but that at the same time allow an appropriationplay of art. The fact that childhood can experience techniques such as those observed in plastic works allows them to assimilate much better the notions analyzed, so that these proposals can be made we can link to the general regulation to the Organic Law of Intercultural Education we can apply chapter V art66 Institutional Educational Project.
Another way to encourage art from childhood in education, motivate the representation of plays within the framework of interdisciplinary projects that may include different traditional subjects or subjects.
There are many more ways to encourage and increase art in education: upholster it with artistic reproductions, put music at different times of the day at the beginning or term of a class, and so on. The main idea or solution is not to neglect the wealth that art and culture can provide to children in the daily life of learning by starting from basic education. (Martínez, 2004)
UNESCO, one of the main entities in the issue of public education: “Edication Transforms Lives” that is a field investigation that is based on statistical data on the current situation of several countries since social education is very lowand cultural.
conclusion
The excellence of promoting the interaction of art, cultures and traditional subjects is that it must be known not only as a field of opportunities that helps the development of certain knowledge and skills of each of the students, but as part of the integral formation of thekids. This way of educating needs a minimum infrastructure, materials and time for the teaching and practice of the arts, as well as the favor of the existence of free and creative spaces for students. Also that it is pertinent to mention that, the promotion of educational links with the local community allows to rescue the wealth of the environment, thus achieving learning that are significant for childhood. Within this framework, it seems intelligent to promote both the identity and the appropriation of cultural heritage, at the national and local level, when the different training processes become collaborative experiences in which teachers maintain dialogues with local cultural artists and exponents,feedback his work.
Personal contribution
Artistic and cultural teaching helps child.
The way in which artistic teaching would be helped is that in each educational center there is adequate time or place to know the skills and skills of each student and at the same time form it and promote their knowledge.
In the cultural case, the majority of educational centers are not adapted to cultural and ethnic reality since there are many populations that have migrated to the big cities, one of the ways of knowing much more about them is that in educational curricula they include teachingof ancentral languages that in many cases is the mother tongue of many indigenous children, so that there is no lack of cultural recognition, this type of subject must be increased in classroom since the bilingualism of children will contribute whether indigenous or not,This refers to the General Regulation to the Organic Law of Intercultural Education Chapter Ll Art 3.
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