Experiential art learning and vocational education - a pedagogical model or a whole new paradigm of learning?
Keywords:
art pedagogy, art learning, professional growth, vocational educationAbstract
In a changing society, people in working life are expected to have the capacity to think creatively and innovatively, see possibilities instead of obstacles and work together to achieve common objectives.
Acute perception, critical observation and application of knowledge are also required skills. The aim of vocational education is to achieve professional and personal growth. A pivotal part of this process is the development of a student into his or her true self, a person who is capable of taking responsibility for his or her own actions and decisions based on knowledge and experience. A student should also learn how to be personally flexible in order to be able to question his or her own beliefs and avoid dogmatism. In goal-oriented arts pedagogy, based on experiential art learning, the student develops the ability to use art in its different forms to enrich his or her personal and social worlds, first during studies and later in professional life. Learning in the arts develops complex thinking and the capability to identify opportunities and see the
metaphorical connections between things as well as the new and unexpected. It is a matter of giving birth to the new and seeing different meaningful connections - in other words, creativity. Learning and developing skills related to research-oriented learning, reflective and visual thinking, and social interaction skills in the pedagogically guided creation of art make it possible for the student to strengthen his or her personal and professional identity.
