Vincenzo Fiore Marrese

Teaching

A way to shape the World

“...how arts and other cultural forms can be a way to both view and shape the world.”[1]

Art-based learning matter in the relationship between art and society, .

Art can boost the quality of the education system and support people during lifelong learning.

Art-based learning improves in people attitudes like “respect, for the diversity of cultural expression”[2], “curiosity about the world”[3] and “openness to new possibilities”[4], and give them knowledge and skills that improve the cultural awareness and expression competence.

My reference framework is the European Reference Framework provided by the Council of European Union on the key competences for lifelong learning.

I used the framework as a reference because my aim is to connect art with society, and I found this recommendation relevant. At the same time, beyond this recommendation I organized my personal teaching method, developing these concepts in the connection between my artistic research.

Could artists contribute to equality in society through teaching?

According to some authors, there is a connection between educational attainment and social inequality[5].

An effective education system is the one where "the vast majority of students have the opportunity to attain high level skills, regardless of their own personal and socio-economic circumstances"[6].

It is a system that "combine equity with quality"[7].

If art-based teaching is a way to improve quality in the educational system, could artists contribute to equality in society through teaching?

Certified teacher

I'm a Certified Teacher of Art, Technical Drawing and History of Art.

After the High School Diploma in artistic studies at the National Art Institute of Florence in Italy (Liceo Artistico Statale di Porta Romana e Sesto Fiorentino, già Istituto Statale d'Arte di Firenze), I had a Master's Degree in Painting at the Academy of Fine Arts in Florence in Italy. Then I had a Post Graduate Course, after a public competion by the Ministry of Education, University and Research of the Italian government, and I became a Certified Teacher to teach and grade at the secondary education.

Vincenzo Fiore Marrese

Certification to teach Art, Technical Drawing and History of Art: 99 on 100, “Too much perfection is a mistake” (A.J.)

Notes

  1. 1. Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, p. 11.

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  2. 2. Idem, p 12.

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  3. 3. Ibidem

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  4. 4. Ibidem

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  5. 5. Mcknight, Abigail & Duque, Magali & Rucci, Mark. (2016). Evidence Review - Creating More Equal Societies: What Works?. 10.2767/459956.

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  6. 6. OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing. http://dx.doi.org/10.1787/9789264130852-en, p. 9

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  7. 7. Idem, p.5

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Terms

  1. art-based learning: “Learning methodologies such as inquiry-based, project-based, blended, arts- and games-based learning can increase learning motivation and engagement” Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, p. 12.

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  2. lifelong learning: “Key competences are those which all individuals need for personal fulfilment and development, employability, social inclusion, sustainable lifestyle, successful life in peaceful societies, health-conscious life management and active citizen­ship. They are developed in a lifelong learning perspective, from early childhood throughout adult life, and through formal, non-formal and informal learning in all contexts, including family, school, workplace, neighbourhood and other communities.” Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, p. 7.

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  3. attitudes: “attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations”, Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, p. 7.

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  4. knwoledge: “knowledge is composed of the facts and figures, concepts, ideas and theories which are already established and sup­port the understanding of a certain area or subject”, Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, p. 7.

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  5. skills: “skills are defined as the ability and capacity to carry out processes and use the existing knowledge to achieve results”, Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, p. 7.

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  6. cultural awareness and expression: “Competence in cultural awareness and expression involves having an understanding of and respect for how ideas and meaning are creatively expressed and communicated in different cultures and through a range of arts and other cultural forms. It involves being engaged in understanding, developing and expressing one’s own ideas and sense of place or role in society in a variety of ways and contexts.Essential knowledge, skills and attitudes related to this competenceThis competence requires knowledge of local, national, regional, European and global cultures and expressions, including their languages, heritage and traditions, and cultural products, and an understanding of how these expressions can influence each other as well as the ideas of the individual. It includes understanding the different ways of communicating ideas between creator, participant and audience within written, printed and digital texts, theatre, film, dance, games, art and design, music, rituals, and architecture, as well as hybrid forms. It requires an understanding of one’s own developing identity and cultural heritage within a world of cultural diversity and how arts and other cultural forms can be a way to both view and shape the world. Skills include the ability to express and interpret figurative and abstract ideas, experiences and emotions with empathy, and the ability to do so in a range of arts and other cultural forms. Skills also include the ability to identify and realise opportunities for personal, social or commercial value through the arts and other cultural forms and the ability to engage in creative processes, both as an individual and collectively. It is important to have an open attitude towards, and respect for, diversity of cultural expression together with an ethical and responsible approach to intellectual and cultural ownership. A positive attitude also includes a curiosity about the world, an openness to imagine new possibilities, and a willingness to participate in cultural experiences.”, Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, pp. 11-12.

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  7. competence: “competences are defined as a combination of knowledge, skills and attitudes”, Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) ST/9009/2018/INIT OJ C 189, 4.6.2018, p. 7.

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References

  1. Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.), retrieved from URL

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  2. Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, retrieved from URL
  3. Consolidated versions of the Treaty on European Union and the Treaty on the Functioning of the European Union - Consolidated version of the Treaty on the Functioning of the European Union - Protocols - Annexes - Declarations annexed to the Final Act of the Intergovernmental Conference which adopted the Treaty of Lisbon, signed on 13 December 2007 - Tables of equivalences, retrieved from URL

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