Art is one of those subjects that gives a student an opportunity to enrich her/his artistic development by connecting the acquired knowledge and experience from other subject areas. Curriculum recommendations encourage teachers to think about connecting and complementing different subject areas. One such challenge is the connection between art and physical education. The master's thesis presents a model of how to use artistic knowledge at sporting activities and how to upgrade movement experience into artistic drawing in the opposite direction.
The art curriculum states that art is generally useful as it promotes spatial representation and the ability to visualize, which are useful in other subject and professional areas. In other words, visualization is everyday practice in the world of art expression and useful method at art lessons. Its main goal is to stimulate personal experience of the motif and at the same time identify the art problem, stimulate the imagination and the possibility of individual expression, which is also the general goal of the art curriculum. In the theoretical part of the master's thesis, visualization represents the theoretical basis or the bridge between artistic creation and sporting activity. In addition to the concept of visualization, this section also deals with the contents of interdisciplinary integration, knowledge transfer in class, movement of the human figure in children's drawing, and movement in futuristic painting with the dynamics of point and line.
The empirical part of the master's thesis includes implementation and description of practical example of learning approach that connects art and physical education. The model of interdisciplinary integration, discussed in the qualitative research, has two-way transfer of effects on both artistic and movement task. It enabled students to transfer useful knowledge and experience from art to physical education, where drawing or the motion picture served for faster movement progress and perception of the correct execution of the movement. In the opposite direction, the sporting contents influenced the solutions of the art task, as they enabled the students to actively experience the art motif at physical education lesson, stimulate their imagination, and motivate them for artistic expression. In the pedagogical field, this model of interdisciplinary integration will serve as example of how the integration of art and physical education works in practice.
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