Academic journal article International Electronic Journal of Elementary Education

The Art-Based Methods in Developing Transversal Competence

Academic journal article International Electronic Journal of Elementary Education

The Art-Based Methods in Developing Transversal Competence

Article excerpt

Introduction

Well-being should never be allowed to be measured in money but it should be the right of every human being irrespective of age and wealth. However, the malaise of the children and adolescents rises more and more often reaching the headlines and the costs which go to its after-treatment make an increasingly big dent in our national economy every year as Korkman stated Helsingin Sanomat in his column 08.01.2019. Not to mention what kind of dent the malaise makes in the people themselves and their environment at a mental and physical level. Economy Nobel prize winner James Heckman raised the well-being of the children and adolescents from a preventive point of view already decades ago - according to him, the value of one coin, when focused correctly and invested through preventative measures in well-being can be even eight-fold from the productivity point of view. Heckman's investment value can certainly not be directly adapted to Finland but there is a strong seed of truth behind it: the preventive investment in well-being repays itself many times over.

The underlying values of the curriculum of basic education concretize the idea of well-being from words to action by emphasizing the significance of the specific value of the childhood. It means, that every pupil is unique and valuable as he or she is. The operation of the school has a central role from the point of view of the pupil's well-being: a pupil must feel that they are listened to and appreciated in the school community and that their learning and well-being is cared about. A pupil's well-being, growth, an affirmative self-image, learning and inclusion into society are seen to have a clear connection, for while learning, the pupils build their identity, their understanding of humanity, world view and they are finding their place in the world. At the same time, they come to understand themselves, other people, the society, the environment and the different cultures. A pupil's self-image, self-efficacy and self-esteem together influence the goals they set for their actions. (National Core Curriculum for Basic Education 2014, p. 15-16, 18.)

The changes happening around us also affect the pupils: the pupils are at the centre as the targets of the change as well as the makers and enablers of the change from the angles of knowledge and skills, growth, learning and development. The changes also have their effect on the pupils' well-being and the operation of the school. From the point of view of basic education an attempt is made to facilitate pupils' well-being and to support the changes which promote well-being in the changing situations. The mission of basic education is also to provide pupils with the tools to encounter openly the different changes and the needs brought on by the changes. Changes in the world outside the school unavoidably affect the pupils' development and well-being as well as the operation of the school. In basic education, the pupils learn to encounter pressures to change openly, to assess them critically and assume responsibility for making choices that build our future. (National Core Curriculum for Basic Education, 2014.)

Transversal competence and art-based methods in promoting individual's well-being

The society today and in the future requires from its members the competences that both cross the boundaries and link different fields of knowledge and skills at the level of the individual and of the community. The objective of transversal competence is indeed a general objective of the whole National Core Curriculum for Basic Education and it is aimed at through the each subject's definition of objectives and content areas and by connecting them. In the National Core Curriculum for Basic Education (2014, p. 20-24, p. 99-101, p. 155-158) transversal competence has been divided into seven sections: thinking and learning to learn (L1), interaction and self-expression (L2), taking care of oneself and managing daily life (L3), multiliteracy (L4) which refers to the skill to produce and to interpret different information and texts presented by verbal, visual, auditive, numeric and kinaesthetic symbol systems, ICT competence (L5), working life competence and entrepreneurship (L6) and social participation and involvement (L7). …

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