Assignment:WrittenPaper– 2000words ThisassignmentassessesthefollowingLearningOutcomes inthisunit:2,4,5and6 PlayandtheArts:Shiftingalliances...

Running head: Education
Education
Arts in education
Contents
Introduction    3
Demonstrates an understanding of the Arts in education in the current EC curriculum context    3
Play and the Arts    5
Critical analysis of the connection between play and the Arts    5
Inclusion of appropriate play experiences in dance, drama and media arts    6
Cultural competence and cultural belonging    7
Demonstrates an understanding of how play and the Arts foster cultural belonging and cultural competence.    7
Conclusion    9
References    11
Introduction
Demonstrates an understanding of the Arts in education in the current EC curriculum context
Arts in the education are an ever-expanding field of the educational research as well as practice, which is inspired by the investigation of learning through artistic experience. Art can include performing arts education (drama, dance, and music), poetry and literature, storytelling, craft, design, film, digital art, media as well as photography in visual arts education. The difference between it and art education is that it does not pay much attention to art teaching. Visual arts and performing arts are part of a comprehensive curriculum and are essential for learning in the 21st century (Brown, 2016). All students from all cultures, geographic regions and socioeconomic levels should take quality art studies in dance, music, drama and visual arts as part of the core curriculum. In order to ensure the best development of all children, it is necessary to create a properly planned curriculum framework that includes knowledge and skills suitable for development, and has the flexibility to adapt to the environment and various needs of early education. A curriculum framework is needed to make sure that significant learning areas are covered and all developmental needs of children are taken care of (Carson, 2019). It also helps to adopt a common teaching method to guarantee a certain level of quality moreover address the wide variety of early childhood care and education programs available to children. Art in early childhood education is an expanding field of research involving many controversial issues. International literature defines young children from birth to eight years of age. Traditionally, art has always been an integral and important part of early childhood education, care plans and arrangements throughout the world (Ewing & Hughes, 2008). Nevertheless, due to the current emphasis on mathematics, science and language education policies, the arts are under pressure. In order to cope with this pressure, a large number of documents have introduced how to stimulate art and believe that art is very important for children's development and therefore for early childhood education. Another argument revolves around trying to report how art is integrated into the child’s growth in a holistic way. Another area of ​​research is to investigate artistic activities based on creativity. Traditionally, creativity is considered here as a general skill or ability. Recently, what is called "ordinary" or "daily" creativity has received more and more attention. This change in the perception of creativity is related to the main influence of Vygoski's theory (also known as social culture or cultural history theory) in the study of children's art (such as general education research) (Gadsden, 2008). Follow conventions to emphasize the relationship between the collective (society, culture) and the individual, rather than the concept of individualization. Another active debate in the literature concerns how to conceptualize children’s artistic expressions and impressions from a developmental or learning perspective. Therefore, some documents try to solve the problem of "talent" and "learning". Issues of development and learning are part of a complex relationship that includes (if any) the role of teachers (eg, early childhood professionals) on the children’s evolving artistic skills, and the importance of oral language (if any) Learn so-called non-verbal skills such as music, dance or visual arts skills. Another issue that is closely related to the aforementioned issue concerns how to conceive and develop as much as possible the “free expression” of children (and impressions, if this is not emphasized in the literature). These issues are closely related to the broader theoretical perspectives of children's learning and development. Between psychology, sociology and educational research, there are also disciplinary differences in the study of children's art. Especially in sociology-based research, the repertoire of early childhood art education and the role (if any) of popular culture in such education are often raised (Garvis, 2013).
Play and the Arts
Critical analysis of the connection between play and the Arts
Indeed, there is a connection between art education and play. This is because when it comes to children's art, 0play is indispensable to release the innate abilities needed to educate children through art. Without these, children's art classes will not be able to achieve the expected results expected by the goals. People usually understand art from the perspective of play. The development of art also promotes the balance between art and play. For...