Bachpan Manao’s Post

Art as luxury. Are we raising a generation who are "educated to see visual art as an archaic luxury with no currency in the real world"? Runnymede Trust has set out clear practical recommendations toward enacting a much-needed shift in art education.

What defines quality visual arts education? #qualityeducation In early childhood, visual art isn't just about producing "pretty pictures"—it’s a powerful tool for cognitive, emotional, and social development. But what does quality in visual arts education look like for young children? In the Indian context, defining quality in visual art education for young children becomes even more crucial, given the country’s diverse cultural and artistic heritage. Art has always been deeply embedded in Indian traditions, yet, in many educational systems today, creativity is often sidelined in favor of rote learning. To shift this paradigm, visual art education needs to be recognized not just as an extracurricular activity but as a core part of cognitive and emotional development for children. Jean Piaget’s idea of sensorimotor knowledge aligns well with India's growing focus on experiential learning, particularly in the early years. Art classes that allow children to freely explore materials—whether it's clay, fabric, or natural objects—foster curiosity and support cognitive development. As stated in the Reggio Emilia approach, “Children are naturally inclined to investigate the world, and art offers the ideal space for them to do so" (McClure, Tarr, Thompson, & Eckhoff, Defining Quality in Visual Art Education). "Art is not a mirror held up to reality but a hammer with which to shape it," Bertolt Brecht’s words reflect the transformative power of art education. In Indian schools, art can be the tool that not only nurtures creativity but also builds the agency for children to navigate their world with curiosity and confidence. To truly define quality in visual art education in India, educators must create inclusive environments where children are seen as active agents in their own learning. By respecting their voices and offering them the freedom to explore, schools can help shape creative thinkers who contribute to society with empathy and innovation (McClure, Tarr, Thompson, & Eckhoff, Defining Quality in Visual Art Education). #artsineducation #creativethinking #criticalthinking #children #learners #confidence #arts #environment #materials

🚨 New Group Project Alert for Art History I & Art Appreciation! 🚨 In this assignment, students will step into the role of museum curators to design a virtual exhibition of Non-Western/Global art—focusing on cultures often underrepresented in traditional art historical narratives. This project emphasizes diversity and inclusion, encouraging students to explore the rich artistic traditions of cultures like Islamic, Chinese, Indian, Native American, and more 🌍 Here’s how the project works: 👥 Teamwork & Collaboration: In assigned groups of 4-5, students will work together to choose a Non-Western/Global culture, develop a theme, and build an exhibition. Each student will contribute by selecting and researching three artworks, combining their unique perspectives into one cohesive presentation. 💡 Critical Thinking: Students will analyze the artworks, interpret their significance, and explain how they fit into the exhibition's theme. This assignment challenges them to think deeply about art and its cultural context, promoting analytical and research skills. 🎨 Diverse Perspectives: By focusing on Non-Western art, students will learn to appreciate the global diversity of artistic expression, expanding their understanding beyond the Western canon. 📢 Presentation Skills: Groups will present their exhibitions, either as recorded presentations or written documents, and engage in thoughtful discussions about their peers’ projects. This project is not just about learning art history—it’s about fostering a deeper appreciation for cultural diversity, honing teamwork skills, and developing critical thinking through art. #ArtHistory #DiversityAndInclusion #CriticalThinking #Teamwork #Collaboration #MuseumCurators #GlobalArt #ArtAppreciation #NonWesternArt #HigherEd

I know it is a long weekend and I should be relaxing, but I finally have time to work on my article for the journal Art, Design & Communication in Higher Education. I am very excited about this article as it is the culmination of three year of pedagogical co-research with DMU students. It acknowledges the challenges of art and design education in the 21st century and posit strategies for engaging students in a non-traditional form of teaching. The images is from a workshop where students where given a pile of books the were about to be pulped and asked to think about the problem of language. #dmu #fineart

There are so many reasons why art is important in school. Listed below are just a couple reason to include art integration. Art instruction helps children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness. Visual arts teach learners about color, layout, perspective, and balance: all techniques that are necessary in presentations (visual, digital) of academic work. Studies show the early childhood arts education can improve vocabulary, communication skills and even memory in young children. The earlier children are exposed to the arts, the better. The younger the children are engaged in the arts, the less fear of not being “good enough”, shrinking away from it and not wanting to participate. If you feel your skills are not good enough as an artist, challenge your children to make their drawing even better than yours. You will connect with your students on an entirely new level and they will love you for it. #ArtIntegration #K8ArtProgram

How does one assess a student's art? Well, one shouldn't. This might be an unpopular opinion but the role of art in one's life has nothing to do with the spectrum of "good" art and "bad" art. It has more to do with the ability to be vulnerable, creative, supportive, collaborative, curious, naturally cognitive, and eventually expressive. So, at ARTmosphere, our team of therapists and art educators created what we call an Emotional Empowerment Scale, a rubric to trace behavioural responses to artistic activities in our co-learning spaces. The rubric helps us be certain that we are supporting our student's natural learning processes rather than impeding them through a curriculum that limits their agency. Here are our numbers: #arteducationmatters #emotionalempowerment

ART IS A SERIOUS SUBJECT Art education is more than drawing or painting or sculpture — it’s about students expressing themselves and thinking in diverse ways. As we emphasise STEM subjects we sometimes forget that art is needed for a well rounded education. Art education fosters creativity and encourages students to think outside the box, explore new ideas, and express themselves in unique ways. This creative thinking isn't just limited to art — it can be applied across disciplines, helping students to approach challenges with fresh perspectives. It is an indictment of out times that since 2010/11 to 2022/23 the number of teacher vacancies for art and design have risen to the highest level recorded in this twelve-year period. At the same time the number of Provisional entries for A level art and design, have also fallen despite the number of overall entries rising. #Art teachers play a vital role in helping young people develop their own voices, appreciate different perspectives, and find new ways to process their emotions and experiences. We need more art teachers. The Primary Art School at the Royal Academy of Arts is a practical and professional development programme for state school primary teachers. The programme is designed for any teacher whether they are an art lead or simply interested in incorporating art and creativity into their classroom. https://lnkd.in/d8zdSGFp explains "No art teachers. No art rooms. No art lessons. And none of the mind-expanding, question-prompting, wild creativity and confidence art brings to the classroom. It’s all going, going… "Each one of these changes is hard to reverse. You can’t magic up art teachers and art rooms once they’re gone. It’s time to fight for them." Arts Council England National Gallery of Art The Museum of Modern Art Chelsea School of Art Goldsmiths, University of London The Metropolitan Museum of Art National Portrait Gallery University of the Arts London Central St Martins College Of Art The Glasgow School of Art Edinburgh College of Art Slade School of Fine Art California Institute of the Arts Kennedy Center Cultural Learning Alliance Contemporary Art Society Institute of Contemporary Arts #teachers #art #education #culture #artist #arts #school #learning

✨ Embracing Serendipity in Modern Art Education In art education, some of the best discoveries happen by chance. This is the power of serendipity—finding valuable insights when we aren’t actively seeking them. At Well of Art, we believe in creating these moments through our immersive, hands-on approach to learning. During our participatory museum workshops, children engage with the “here and now” tactic, where life and art intertwine. By using Glaze to replicate painting processes—optical color mixing, brush techniques, and the absence of an “undo” button—students experience creativity in its purest form. This fosters focus, confidence, and the understanding that learning can be both exciting and rewarding. With Glaze, we are pioneering an interdisciplinary, digitally enhanced approach to art education that opens the door to new discoveries and growth. Curious about how Glaze can transform art education? Check our proposal and see serendipity in action.   🔗 Link in the comment.

Which art form is this? Comment below to have a #FREE art session from us! And share to at least 5 friends to get selection. ⁠ ⁠ ⁠ T&C Applied.⁠ 1) Only mentoring is free, art supplies are not included! ⁠ 2) Free sessions are limited to 2 students⁠ 3) Selected students will be intimated from our official instagram handle⁠ 4) Selections will be based on 1) Right answer 2) Number of sharing ⁠ ⁠ ⁠ ⁠