Article metrics

  • citations in SCindeks: 0
  • citations in CrossRef:0
  • citations in Google Scholar:[=>]
  • visits in previous 30 days:9
  • full-text downloads in 30 days:0
article: 3 from 4  
Back back to result list
Inovacije u nastavi - časopis za savremenu nastavu
2010, vol. 23, iss. 4, pp. 14-22
article language: Serbian
document type: Review Paper
published on: 01/02/2011
The role of teaching art in the light of contemporary tendencies in general education
University of Belgrade, Teacher Training Faculty



In many strategies for education for the future, the importance of connecting cognitive and emotional processes is stressed. In this context, art and the processes of learning in art are more and more recognized in the world today as cognitive fields viral for haromoeous development of the children and the young. In our education, art is treated as a teaching subject in the domain of affective, and not cognitive development, as a substitution to subjects of social sciences and less as important factors which participate in a balanced education of a complete personality. This is why there is the need arts in general education should be observed from the different angle, applicable to developmental needs of the young, unique values which are characteristic only for art, as well as challenges of the 21st century. Observing from the new angle, base on the clearly defined role and functions of art in general education, a new; theoretically based approach in teaching Art can be formed. New approach would make a new educational paradigm of teaching art which puts authentic, cognitive, developmental and creative nature of learning art and/or by art.


education in art and with the aid of art; cognitive; creative and integrative character of art; functions of art in general education


Arnhajm, R. (1985) Vizuelno mišljenje - jedinstvo slike i pojma. Beograd: Univerzitet umetnosti
Dewey, J. (2005) Art as Experience. New York: Penguin Group
Efland, A.D. (2002) Art and Cognition: Integrating the visual art in the curriculum. New York: Teachers College, Columbia University Pres
Eisner, E. (2002) The arts and the creation of mind. New Haven: Yale University Press
Eisner, E.W. (2001) Should we create new aims for art education?. Art Education, 54,(5), Whats A Teacher to Do?, 6-10, National Art Education Association
Fidler, K. (1965) O prosudjivanju umetničkog dela. Beograd: Kultura
Gardner, H. (1993) Frames of mind: A theory of multiple intelligences. New York-Oxford: Basic Books
Koch, G. (1990) Rudolf Arnheim: The materialist of aesthetic illusion. in: Gestalt theory and reviewers practice: New German Critique
Komisija za razvoj školskog programa, Baucal, A., Begović, A., Bojović, V., Veljković, M., Dubljanin, S. (2003) Reforma obrazovanja u Republici Srbiji, Školski program - koncepcija, strategija, implementacija. Beograd: Ministarstvo prosvete i sporta
Matsuura, K. (2006) in: World Conference on Arts Education: Building Creative Capacities for the 21st Century, Lisbon
Morin, E. (2002) Odgoj za budućnost - Sedam temeljnih spoznaja nužnih u odgoju za budućnost. Zagreb: Educa
Parsons, M. (1998) Review of Child development in art. Studies in Art Education, 40 (1). 80-91
Rakić, V. (1946) Vaspitanje igrom i umetnošću. Beograd, itd: Prosveta
Robinson, K. (2001) Out of our minds: Learning to be creative. Chichester: Capstone
Šiler, F. (1967) Pisma o estetskom vaspitanju čoveka. in: Šiler Fridrih [ed.] O lepom, Beograd: Kultura
Thistlewood, D. (2002) Herbert Read: PROSPECTS: The quarterly review of comparative education. Paris: UNESCO-International Bureau of Education, 24 (1/2), 375-90
Vigotskij, L.S. (1975) Psihologija umetnosti. Beograd: Nolit
Zask, Ž. (2004) Umetnost i demokratija - narodi umetnosti. Beograd: Clio