Please use this identifier to cite or link to this item:
Type of publication: Straipsnis / Article
Author(s): Traškinienė, Aldona
Title: Dailės ir tikybos integracija: Bažnyčios ir meno istorijos sąsajos
Other Title: Integration of art and christian religion: looking for coomon touches between church and the history of art
Is part of: Soter : religijos mokslo žurnalas, 2005, nr. 15(43), p. 135-146
Date: 2005
Keywords: Integration;Religion;Knowledge of art;History of church;Personality;Integracija;Tikyba;Dailės pažinimas;Bažnyčios istorija;Asmenybė
Abstract: The history of art is an integral part of the art lessons. It is closely connected with the history of church and it also has a spiritual sense. Consequently, a deeperk enowledge of the history of church and development of (art which is conneted with it) does no harm to discovery and consolidation of trust in God. Secondly, the textbooks of religions education are written mostly for pupils who come from religious families. The lessons of religiuns education are chosen not only by pupils who trust in God. Even in catholic schools there are pupils who choose the lessons of religiuns education without any trust in God or they choose them because they seek to find their way to God. Thirdly, we can not separate our pupils from desorientation of values which realistically exists in our society. Today we need strong and reasoned motivation to withstand this attack. Consequenty, we have to show problematic existence of spiritual values, difficulties which pupils can face in their lives. We live in society which cherishes an image of illusory material prosperity. The principal of a strong aggressive human being who takes precedence over others takes root. Taking into consideration all this I risked to take steps trying to introduece the themes ofreligious education into the lessons of art comparing common themes, historical periods, personalities. I tried to express my own subjective point of wiew based on a long teaching experience at shool which has a trend of catholic upbringing, on remarks, on pupils and their parents‘opinions, on analysis of scientific sources. The topics of religious education integrated into art lessons help pupils to go deeper inside, to understand themselves and their feelings. They help them to understand connection between their lives, creation and catholic values. Good practice enables pupils to create, copy, improvise and imitate on the motives of well – known religious creations, conveyng them in their own way. It is always a pleasure to make copies. Even if a pupil fails, it is always possible to create an improvisation. Before drawing the copies of the chosen pictures (especially when the chosen pictures are drawn following the texts of gospel and old testament ) it is recommended to read these texts or to try to retell or act them. It helps pupils to understand and outlive the plots of the pictures. A very important and complicated task for a teacher is to make experiments, to look for new methods, ways, to help pupils to experience connections with religious art and church history, with traditional festivals of our country and their celebration. No less important is the teacher‘s spiritual maturity, ability to interest pupils by a subject. It is not easy to recognize the God‘s effect in ones life. You have to go deep into oneself. You have to witness your trust by your own example. It is not easy to be an example. Our upbringing is based on behaviourism. We give stickers, presents, prizes for good behaviour. Such upbriging forms social skills but they are oriented towards adaptation, but not towards the upbringing of the personality. Teachers like to teach but they must serve. This truth is based on an old tradition which is difficult to support. We have inherited it from antiquity when the skills of associated search of truth and learning were developed. Nowadays, people felt the sense of freedom. They do not want to be taught or educated. They have felt their head on their shoulders and they disagree if anybody interferes. The system of education faces a question of choice of teaching methods. The world’s educology points out an interaction between a teacher and a student as the main feature of the modern methodologies. The subject matter of the art training is to help to form the whole view of reality, to develop creative potency and to help to become a culturally educated personality. One of the most important social functions of a teacher is to form the pupils’ values. The stories about historical personalities can help to achieve the aims. We can remember Jesus Christ who made a supreme sacrifice for our saving. We can remember these early Christians who died in horrible sufferings for their gospel. We can remember the saints and blessed of our days who showed to be the children of God by their deeds. The artist Van Gogh painted his sunflowers neglecting epilepsy and starvation. Sezanne suffered a public scorn because of his unconventional painting style. Goguin refused his financial prosperity. Tuluz – Lotreque cut free from his aristocratic origin and devoted himself to creation which gave him inspiration. To my opinion, the history of art and church is full of examples which can be the best illustration of life values and serve as the best textbook.
Straipsnyje aptariamos dailės ir tikybos integravimo galimybės, bandoma rasti meno ir Bažnyčios istorijos sąsajų, pagrįsti istorinių asmenybių vertybines nuostatas.
Appears in Collections:SOTER: religijos mokslo žurnalas / SOTER: Journal of Religious Science 2005, nr. 15(43)

Files in This Item:
Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats

CORE Recommender

Page view(s)

checked on Jun 6, 2021


checked on Jun 6, 2021

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.