Synopsis "Visual Arts and Practical Skills: First Part"
The textbook we are launching as an working tool for the preparatory class children- or, by case, first grade children - will contain the topics included in the Visual Arts field (plastic and decorative arts), on the one hand, and those of practical activities (manual work) on the other hand, because, in reality these subjects are very difficult to separate. Their presentation in a new integrated vision at the suggestion of the Ministry of National Education will facilitate development of child, expanding its possibilities of communication through images and artistic gesture, building on the experience and potential of the expression. Although this type of involvement may seem initially just a form of relaxation, such as to avoid tension, frustration, by releasing freedom and creativity - it is a psychic and highly neurological complex. It's essential to take place in optimal conditions at this age of the child, as it prepares the child to interact with all other school subjects - and, even more, with the challenges of life itself. Memory training, the formation of artistic abilities and the ones related to dexterity, kinesthesia train the brain, simultaneously developing verbal and gestural expressiveness, supporting the learning of writing and reading. Through art we masterfully accomplish personal development, civic and moral education. Also, the type of artistic thinking proposes spontaneity in receiving and understanding the abstract (Geometry, Mathematics). It initiates the child in understanding the laws that rules nature (Biology, Anatomy, Physics and Astronomy) or in the perception of the essence of the other arts (music, poetry, theatre, choreography, cinematography). All this because the three fundamental human values- good, truth and beauty - remain always entangled and the child would not separate from them no matter what landing of real he would have to cross. The present teaching tool aims while exploring the world, a spiritual approach, a creationist one, by gently integrating it in a playful context. From the experience as a parent and teacher, I have observed the ease with which the child assimilates concepts, within his ability to perceive them as familiar phenomena, when he can imagine and personify a Creator as the primary engine of the Universe.
