The cultivation of artistic talent in children is a critical aspect of their development, and educational institutions play a pivotal role in this process. The Vidhyanidhi Education Society (VES) in Mumbai stands out as a premier teacher training institute, offering a variety of diploma courses to educators worldwide. Recognized by the Government under the Societies' Registration Act, 1860, and the Public Trust Act, 1950, VES is committed to fostering the creative abilities of future generations.
From the outset, children exhibit a natural inclination towards creativity and artistic expression. This innate propensity forms the foundation of their aesthetic sensibilities, with emotions further enriching this process. Young children delight in depicting various subjects using pencils and colors, engaging in creative activities as a form of self-expression. While adults may struggle to discern artistic merit in these early creations, guided encouragement from teachers can significantly enhance this self-expression.
Educators can amplify a child's appreciation for art and their ability to create by encouraging exploration and creative production. However, it's important to acknowledge that not all children will develop artistic skills to the same degree. The key is to provide opportunities for growth without imposing unrealistic expectations.
The school environment is instrumental in nurturing a child's artistic intelligence. Schools that actively promote creative pursuits such as drawing, painting, and performing arts typically succeed in cultivating students' creative minds more effectively than those that treat these subjects as mere formalities.
Initially, children are indifferent to external opinions of their artistic endeavors and are unconcerned with how closely their work resembles a model. By the time they reach third grade, they begin to strive for accuracy and are more receptive to feedback from their teachers. Constructive criticism, delivered with tact and understanding, can inspire children to improve their work without dampening their enthusiasm.
Artistic expression manifests through various activities, including sculpting with clay, decorating vases, sewing, knitting, music, and dance. Children have diverse preferences for artistic outlets, with some gravitating towards clay modeling and others finding joy in drawing or painting. Providing children with materials that align with their interests can lead to more meaningful artistic expression. In schools, allowing students to contribute to the decoration of classrooms and corridors can foster a sense of ownership and pride in their creative abilities.
During adolescence, informal educational methods are particularly impactful. Teenagers often attend college to learn various art forms, and their artistic expression during this life stage is influenced by family background, observational skills, access to artistic resources, and the attitudes of parents and teachers. Beyond teaching the academic appreciation of beauty, efforts should be made to instill a love for aesthetics. Exposure to quality films, natural landscapes, art galleries, and beautiful architecture can encourage students to value beauty.
While specific statistics on the impact of art education are not always widely discussed, research has shown that students who participate in the arts are four times more likely to be recognized for academic achievement, according to Americans for the Arts. Moreover, a study by the National Endowment for the Arts found that low-income students who are highly engaged in the arts are twice as likely to graduate college as their peers with no arts education.
In conclusion, the nurturing of artistic talent in children and adolescents is a multifaceted process that requires supportive educators, an encouraging environment, and access to diverse artistic resources. By fostering creativity and appreciation for the arts, educational institutions like the Vidhyanidhi Education Society play a crucial role in the holistic development of young minds.
Child with particular requirements
According to pre-primary teachers training “a special child is that child who turn from the averages or normal child is mental, physical or social personality to such a level that he require an alteration of educate practice or particular instructive repair in order to expand to his utmost ability”.
Cognitive Evaluation and Feeling
Lizzie Milan holds Master’s in Psychology Degree. She was working aszws supervisor in teacher training course. Currently, she is working as course co-ordinator for montessori-training courses in mumbai & nursery teacher training (ntt) courses since last 20 years.
Cognitive Ability
The Teacher Training diploma course syllabus of each programme is impeccably designed after thorough research to suit the different needs of our trainees so as to enable them to pursue our programmes successfully at their ease
