COLLABORATIVE PROCESS IN ARTS EDUCATION

Abstract

The need for arts education, particularly for children, is quite strong throughout the
world. While my experience and study has been largely focused in the United States,
I will also attempt to touch upon impacts in other nations, particularly in Japan and
Indonesia. At least in a America there are studies that prove an implementation of
arts education in communities and school systems has a positive affect on peoples’
ability to be creative, solve problems, be tolerant of different cultures, and build
community. Arts education helps not only artists but people from all walks of life, as
everyone can benefit from the skill of problem-solving, for example. There are
several learning styles that can be implemented, with varying methods old and new
from Vygotsky to Friere that assist in understanding how to provide a fair education
for as many different people with as many different learning styles as possible, so
that many people can be reached. It is to say, art is not just for artists, but again, for
everyone. There are several tools developed for building an effective curriculum in
arts education, such as play theory, group exercises, individual exercises, critique and
forum. As there are learning theories, there is a strong research history involving
developmental psychology implemented with arts education that makes for a
positive education developmentally for children. Lastly, the subject of collaboration
within arts education as well as the arts community will be touched upon for the
cause of building bonds of community.

Keywords : arts process, colaborative, arts education, children, arts community