This investigation corresponds to the Art and Education Area of the PPGE/UFSM. It aimed at establishing a connection between graduate Artistic Education- Degree in teaching to elementary and high school with mayor in music and Music Full Degree of UFSM, students academic experiences and the needs found in a variety of different of professional development. Along the development of this study, some references are presented in order to guide it, including questionings on recent discussions about the connection between the teachers development and their performance in class, such as dichotomy between theory and practice during graduation and the study about different stages of their teaching careers conducted by Huberman (1995) and the characterization and constitution of teaching knowledge according to Tardif (2002). The context of music teacher development is presented through the characterization of the graduates development in two music teacher development models of this University and of the analysis of the present situation of reformulation in which Brazilian music teachers development courses go through. Afterwards, the methodology conception used in the research development is described as well as the criteria for selecting the participating subjects and the procedures for data collection and analysis. A small survey was carried on with 16(sixteen) graduates from the two music teacher development models of UFSM. The data was collected trough questionnaires and semi-structured interviews. The data was analyzed through a qualitative and quantitative approach and are presented and discussed in three categories: (1) Music teachers development; (2) Music teachers performance; (3) connection between music teachers development and performance. In the conclusion there are some contributions of this investigation to the area of musical education relating to teachers development. Through the graduates statements, it was possible to investigate, from their own perspective, the relationship established between the academic education and the professional performance in the multiple areas of activity where musical education takes place. The areas of activity of these graduates were identified and their professional activities where mapped. It was made an analysis of the relationship established between the teaching knowledge for the constitution of the pedagogical practice of the investigated music teachers. Yet, according to the interviewees point of view, it was verified to what extent the academic education is related to the professional market demand and the needs of the areas where these music teachers work. At last, some suggestions for future researches are given. / Esta pesquisa está vinculada à Linha de Educação e Artes do PPGE/UFSM. A investigação teve como objetivo investigar, sob a perspectiva de egressos dos cursos de Educação Artística Licenciatura Plena com habilitação em Música e Música Licenciatura Plena da Universidade Federal de Santa Maria, a relação entre a formação acadêmica e as necessidades encontradas nos múltiplos espaços de atuação profissional. No decorrer deste estudo, são apresentados os referenciais que orientaram o trabalho, partindo de questões sobre as atuais discussões acerca da relação entre a formação e a atuação do professor, entre elas a dicotomia entre teoria e prática na formação, o estudo sobre as fases da carreira docente realizado por Huberman (1995), e a caracterização e constituição dos saberes docentes de acordo com Tardif (2002). O contexto da formação dos professores de música é apresentado através da caracterização da formação de egressos dos dois modelos de formação de professores de música desta Universidade e da análise sobre a situação atual de reformulações em que se encontram cursos de formação de professores de música no Brasil. Após, descrevo a concepção metodológica utilizada para a realização da pesquisa, assim como os critérios de seleção dos sujeitos participantes e os procedimentos de coleta e análise dos dados. Foi realizado um survey de pequeno porte com 16 (dezesseis) egressos dos dois modelos de formação de professores de música da UFSM. A coleta de dados foi realizada através de questionários e entrevistas semi-estruturadas realizados com os sujeitos. Os dados foram submetidos à análise dentro de uma abordagem quanti-qualitativa e são apresentados e discutidos em três categorias: (1) Formação dos professores de música; (2) Atuação dos professores de música; e (3) Relação entre formação e atuação dos professores de música. Através de depoimentos dos egressos, foi possível investigar, na perspectiva dos mesmos, a relação estabelecida entre a formação acadêmica e a sua atuação profissional nos múltiplos espaços onde acontece a educação musical. Os espaços de atuação destes egressos foram identificados e suas atividades profissionais foram mapeadas. Uma análise da relação estabelecida entre os saberes docentes para a constituição da prática pedagógica dos professores de música investigados foi realizada. Ainda, de acordo com o ponto de vista dos sujeitos, verificou-se a relação que a formação acadêmica mantém com a demanda profissional e com as necessidades dos espaços onde atuam estes professores de música. Na conclusão são discutidas algumas contribuições desta investigação para a área da educação musical na questão da formação de professores. Por fim, são apresentadas algumas sugestões para pesquisas futuras.

Acompanha: Desenho com as formas geométricas + Cadê meu instrumento? / Essa pesquisa reporta-se à duas áreas de conhecimento, Artes Visuais e Matemática. A questão que apresentamos é quanto à possibilidade de relacionarmos essas duas áreas a partir das formas. Teve como objetivo desenvolver uma proposta interdisciplinar a partir das áreas de Artes Visuais e Matemática que utilize o desenho e as formas geométricas para criação de um livro ilustrado. A pesquisa caracterizada como qualitativa, de natureza interpretativa, pelo problema apresentado e pela abordagem da pesquisa, em especial pela relação de sujeito com o mundo real, que envolve uma aproximação entre o objeto e a subjetividade, de forma a coletar, descrever e analisar de maneira contextualizada. Os produtos da pesquisa foram dois: o livro ilustrado Cadê meu instrumento? E o Guia de Aprendizagem O Desenho com as formas Geométricas. O primeiro caracterizado como produção do autor, como ilustrador, com aplicação da proposta de construção da imagem utilizando as formas geométricas na ilustração e, o segundo, apresenta a relação entre a Matemática e as Artes Visuais a partir das formas geométricas, com a proposta de experimentação do desenho. A aplicação prática da pesquisa foi desenvolvida a partir da construção de um curso de extensão Aproximações entre Artes Visuais e Matemática a partir das Formas Geométricas e do Desenho. No curso, foram apresentados os conteúdos teóricos e as atividades com desenho a partir das formas geométricas contidas no Guia de Aprendizagem. A aplicação envolveu sete estudantes do último ano do curso de Artes Visuais, que tinham experiências como professores e produtores de arte. Entre os resultados da pesquisa, destacamos a aproximação entre as Artes Visuais e a Matemática com a elaboração dos dois produtos, com potencialidade ao ensino, esses validados pelas aplicações teóricas e práticas. Espera-se com essa proposta auxiliar, além da aproximação entre as duas áreas de conhecimento, Matemática e Artes Visuais, potencializar o desenvolvimento prático, intelectual, criativo e sensível dos alunos. / This research relates to two areas of knowledge, Visual Arts and Mathematics. The question that presents the question as to the possibility of relating the two areas from the forms. It aimed to develop an interdisciplinary proposal from the areas of Visual Arts and Mathematics that use drawing and geometric forms for the creation of an illustrated book. A research characterized as qualitative, of an interpretive nature, by problem and research approach, especially by the relation of subject to the real world, which involves an approximation between the object and subjectivity, in order to collect, describe and analyze in a Contextualized way. The research products were two: the illustrated book Where's my instrument? And the Learning Guide The Drawing with Geometric Forms. The first character as production of the author, as illustrator, with application of the proposal of construction of the image using as geometric forms in the illustration and, second, present a relation between Mathematics and Visual Arts from the geometric forms, with a proposal of Experimentation of the drawing. The practical application of the research was developed from the construction of an extension course between ApproachesVisual Arts and Mathematics from Geometric Forms and Drawing. There is no course, the theoretical contents and the activities with drawing from the geometric forms contained in the Learning Guide. The application involved seven seniors from the Visual Arts course, who are the teachers and art producers. Among the results of the research, we highlight the approximation between Visual Arts and Mathematics with an elaboration of the two products, with potential for teaching, these are valid for theoretical and practical applications. It is hoped that this auxiliary proposal, besides the approximation between two areas of knowledge, Mathematics and Visual Arts, will enhance the students' practical, intellectual, creative and sensitive development.

This study explored the state of art education in Turkey as revealed by pre-service art education university instructors, and the potential of incorporating visual culture studies in pre-service art education in Turkey. The instructors' ideas about visual culture, and popular culture, the impact it might have, the content (objects), and the practices within the context of Turkey were examined. Visual culture was examined from an art education perspective that focuses on a pedagogical approach that emphasizes the perception and critique of popular culture and everyday cultural experiences, and the analysis of media including television programs, computer games, Internet sites, and advertisements. A phenomenological human science approach was employed in order to develop a description of the perception of visual culture in pre-service art education in Turkey as lived by the participants. In-person interviews were used to collect the data from a purposive sample of 8 faculty members who offered undergraduate and graduate art education pedagogy, art history, and studio courses within four-year public universities. This empirical approach sought to obtain comprehensive descriptions of an experience through semi-structural interviews. These interviews employed open-ended questions to gather information about the following: their educational and professional background; their definitions of art education and art teacher education and what it means for them to teach pre-service art education; critical reflections on the educational system of Turkey; perceptions of visual and popular culture; and finally individual approaches to teaching art education. This study was conducted for the purpose of benefiting pre-service art teacher education in general and specifically in Turkey. It provided the rationale, the nature, and pedagogy of visual culture as well as the why and how of visual culture art education in the context of Turkey. Furthermore, it provided insights into the potential contribution of the concept of visual culture to the understanding of art and improvement of art teacher training in the context of Turkey.

This thesis deals with the collection, sorting and by reflecting artistic expressions of a particular child during the school year. The theoretical part contains information obtained from the study of literature concerning the concepts of art education, perception, sensitivity, imagination, creation, communication, portfolio assessment, children's drawing, ontogeny, psychiatric diagnosis, developmental disorders. The empirical part focused on the development of intellectual and social abilities in connection with the development of drawings, a boy with psychiatric diagnosis. The work is processed by the methods of qualitative research. It is a case study with subsequent analysis results of operations,ie his artistic expressions.

Syftet med denna studie är att undersöka grundskollärares upplevelser och uppfattningar av språktillägnandemetoden Dansa en bok. Fokus har varit att få höra lärarnas beskrivning av metoden, vilka didaktiska drag som synliggjorts, vad dans som form kan bidra med i lärande av annat ämne och hur lärarna upplever elevers språktillägnan vid användningen av Dansa en bok-metoden. De teoretiska perspektiv studien utgår från är fenomenologi och socialsemiotik. Även några begrepp från språktillägnan har använts för att kunna förklara lärarnas upplevelse. Forskningsmetoden som används för att undersöka detta har varit en kvalitativ gruppintervju med lärare i lågstadiet. Samtalet som fördes med lärarna var utifrån ett filmat material där metoden användes. Resultatet visade att lärarna pekade på olika faktorer i metoden som stimulerade elevernas språktillägnan. Lärarna lyfte att en lustfylld och tillåtande atmosfär möjliggör att eleverna vågar använda egna strategier för att lära sig nya ord, uttal och meningar. Lärarna menade också att när dans och rörelse används som medel under språklektionen bidrar det till att elever lättare förstår vad som skall göras då hela kroppen är involverad i kommunikationen och meningsskapandet. Lärarna synliggjorde att flera av målen i Läroplanens riktlinjer nåddes när metoden Dansa en bok användes under engelska-lektionen. Studien synliggör även att mer forskning behövs på hur dans kan användas som medel i teoretiska ämnen.

This essay uses existential ideas of Jean-Paul Sartre to provide a philosophy of college piano performance teaching which includes awareness of freedom, abandonment and responsibility as a prerequisite for student-teacher interaction. To set the stage for the interaction the study uses Sartre's philosophy, illustrated with concrete examples from the world of piano teaching and performing, to describe what it means to be human. The author applies Sartre's writings about literature to support the idea of an engaged performance, relating it to existential psychoanalysis, making the performer and audience member realize freedom through choice, while addressing ideas of abandonment and performance anxiety. Sartre's philosophy is used to identify the roles both teachers and students play in the college environment as people and as performers. The study with the help of existentialism, describes the interaction between the different elements: teacher, student, performer, and human being, and provides a better understanding of the complexity of the pupil/professor relationship in the college piano performance program.

1 Leo Vaniš: Abstrakt dizertace (EN): The dissertation theses "ART EDUCATION - LITERARY EDUCATION: The subjects of" higher "culture in aesthetic education on the example of geometric art" is based primarily on the field of educational sciences, focusing on two areas of the educational process: art and literary education. Two equivalent school subjects matters (which the very graphic concept of the name by capital letters suggests, as well as the intentional duplication of the word education) is based on the study of culture, which is conceived on two levels - "higher" and "lower," possibly simple, unprofessional, but not necessarily of lower quality. The intentional introduction of the word "higher" in quotation marks already in itself suggests that it will be a problem of defining what such a culture means, what it can look like and how it can be understood in an educational context. collection of so-called canonically anchored works, in the field of verbal and artistic creation, while cross-sectionally focusing on one researched aspect - geometry. Whith the concept of dual geometry (often referred to in the theses as the "phenomenon of simple and artistic geometrization") the author tries to show the projection of already established great artistic values into contemporary educational reality, defining...