Pomen umetnosti, umetnostne vzgoje in umetnostne pedagogike za zdravje možganov
Ključne besede:
starejši, umetnost, umetnostna vzgoja, umetnostna pedagogika, zdravje možganovPovzetek
Področje umetnosti, umetnostne pedagogike in umetnostne vzgoje se spreminja in tako je našlo svoje mesto na področju socialnega in zdravstvenega izobraževanja in znotraj njegovih delovnih praks. Umetnostna vzgoja vključuje poučevanje, ki uporablja umetnostne metode, materiale in orodja. V tem procesu pedagoško vodene t.i. »sredstvo-cilj« umetnostne dejavnosti igrajo pomembno vlogo. Delovanje je ovrednoteno glede na dosego zastavljenih ciljev in dobljenih rezultatov. Namen prispevka je predstaviti dvojni pomen tega pristopa v izobraževanju in v praksi. Primeri temeljijo na dveh študijah, izvedenih s pomočjo praktične akcijske raziskovalne strategije in metode pripovedovanja. Kvalitativni podatki (1. N = 31; 2. N = 17) so bili analizirani z metodo pripovedovanja. Rezultati kažejo, da sta umetnost in umetnostna pedagogika »sredstvo-cilj«, na podlagi sociokulturne učne prakse, načina učenja za grajenje in ustvarjanje življenja s širjenjem zavesti, z oblikovanjem nove perspektive, z oblikovanjem pomena, z vzpostavitvijo socialne interakcije z drugimi in z deljenjem skupne kulture. Prav tako se je ta pristop izkazal za proaktivni proces pri spodbujanju zdravja možganov, ko se zdravje možganov pregleda in kadar ljudje sami izkusijo napredek.
Literatura
Bateson, G. (1987). Steps to Ecology of Mind. Northvale: Jason Aronson Inc.
Bakhtin, M. M. (1981). The dialogic Imagination. Austin: University of Texas Press.
Bruner, J. (1996). Actual Minds, possible Words. Cambridge MA: Harvard University Press.
Bruner, J. (2002). Making Stories. Law, Literature, Life. New York: Farrar, Strauss and Giroux.
Cohen, G. D. (2006). Research on creativity and Aging: The Positive Impact of Arts on Health and Illness. Generations, Vol. 30, pp. 7–15.
Dewey, J. (1934/1980). Art as Experience. New York, NY: Pedigree Books.
Dewey, J. (1951). Experience and Education. New York: MacMillian.
Dewey, J. (1997). How we think. Mineola: Dower.
Dewey, J. (2010). Taide kokemuksena. (Art as Experience) (Transl. A. Immonen & J. S. Tuusvuori. Tampere: Society for European Philosophy.
Diamond, M. (2000). Older brains and new connections. San Luis Obispo, CA: Davidson Publications.
Diamond, M. C. and Hopson, J. (1998). Magic Trees of the Mind. New York: Plume.
Eisner, E. W. (2002). The Arts and the Creation of Mind. Harrisonburg: Yale University Press.
Gadamer, H. K. (1996). The Enigma of Health. The Art of Healing in a Scientific Age. Stanford: Stanford University Press.
Glandinin, J. D. and Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Narrative Research. San Francisco: Jossey-Bass.
Honkasalo, M. L., Salmi, H. and Launis, V. (2012). Johdanto. In: Honkasalo, M. L. and Salmi, H. (eds.) Terveyttä kulttuurin ehdoilla. Näkökulmia kulttuuriseen terveystutkimukseen. Kulttuurihistoria Turun yliopisto, pp. 8–12.
Howard-Jones, P. (2007). Brain-based Strategies for Teaching and Learning. In: Lifelong Learning and the Brain. Neuroscience meets Education. CICERO Learning. University of Helsinki, pp. 27–33.
Kemmis, S. and McTaggart, R. (eds.) (1982). The Action Research Reader. Deakin, Victoria: Deakin University Press.
Konlaan, B. B. (2001). Cultural experience and health. The coherence of health and leisure time activities. Ume. University: Medical Dissertations, New Series no. 706.
Kramer, A. F., Bherer, L., Colcombe, S. J., Dong; W. and Greenough, W. T. (2004). Environmental Influences on Cognitive and Brain plasticity During Aging. Journal of Gerontology; Medical Sciences, Vol. 59 A, No. 9, pp. 940–957.
Lieblich, A., Tuval-Mashiach, R. and Zilber, T. (1998). Narrative Research. Reading, Analysis and Interpretation. London: Sage Publications.
Malmivirta, H. (2011). Taide siltana sosionomiksi kasvamiselle. Arts as Bridge for Professional Growth of Bachelor of Social Services Students: An action research on developing arts and expressive skills-oriented subjects to meet the requirements of postmodern art education in Degree Programme of Social Services during 2001 through 2004. Acta Universitatis Tamperensis. Tampere: Juvenes Print. (In Finnish.)
Malmivirta, H. (2015a). In Art and Culture – Keys for Better Brain Health. Developing service models with a citizen-centred approach. Turku University of Applied Sciences, Saarijärvi. Retrieved on 4. 10. 2016 from the Internet: http://www.tuas.fi/en/news/96/art-and-culture-supportbrain-health/.
Malmivirta, H. (2015b). Art Pedagogy – A New Paradigm of Learning? Paper presented at the 3rd Scientific Conference of Science and Culture for a Healthy Society in Alma Mater Europaea Maribor, 20.
Malmivirta, H. (2015c). Taideoppiminen ja ammattikasvatus – pedagoginen malli vai uusi oppimisen paradigma? Art learning and professional education –A pedagogical model or A New Paradigm for Learning? OKKA-säätiö. Retrieved on 4. 10. 2016 from the Internet: http://www.okka-saatio.com/aikakauskirja/pdf/ERIKOISNUMERO_2015_Malmivirta.pdf.
Malmivirta, H. and Kivelä, S. (eds.) (2015). Art and Culture – Keys for Better Brain Health. Developing service models with citizen centred approach. Course material from Turku University of Applied Sciences 102. Turku. Retrieved on 4. 12. 2016 from the Internet: http://julkaisut.turkuamk.fi/isbn9789522165671.pdf.
Michelon, P. (2006). What are Cognitive Abilities and Skills, and how to boost them? Retrieved on 2. 13. 2015 from the Internet: http://sharpbrains.com/blog/2006/12/18/what-arecognitive-abilities/.
Müller, K. (2003). Aivokutinaa. Brain Tickling. Helsinki: Työterveyslaitos.
Müller, K. (2007). Activating Brain with Music. Lecture on Meilahden avoin kampusp.iv, 6 March 2007.
Nussbaum, P. D. (2010). Save Your Brain. New York: McGraw Hill.
Nussbaum, P. D. (2011). Brain Health: Bridging Neuroscience to Consumer Application. Journal of the American Society on Aging, Vol. 35, No 2, pp. 6–12.
Powers, R. (2010). Use It or Lose It: Dancing Makes You Smarter. Original article: Leisure Activities and the Risk of Dementia in the Elderly. The New England Journal of Medicine 348, pp. 2508–2616.
Siegel, D. (1999). The Developing Mind: How relationships and the brain interact to shape who we are. New York: Guilford Press.
Small, B. J., Hughes, T. F., Hultsch, D. F. and Dixon, R. A. (2007). Lifestyle activities and late-life changes in cognitive performance. In: Stern, Y (ed.) Cognitive Reserve. Theory and Applications. New York: Taylor & Francis, pp. 173–186.
Vygotsky, L. S. (1934/1986). Thought and language. Translated. A. Kozulin. Cambrige: Harvard University Press.
Zeki, S. (1999). Inner Vision. An Exploration of Art and the Brain. Oxford: University Press.
Zeki, S. (2001). Artistic Creativity and the Brain, vol. 293, no. 5527, pp. 51–52.
Zeki, S. (2009). Splendours and Miseries of the Brain: love, creativity, and the quest for human happiness. Chichester Malden, MA: Wiley-Blackwell.
