Lifelong and Trans-Generational Education through Arts

Abstract

In this article, art is regarded as a pedagogical strategy from a triple point of view: as education to arts, education for arts and education through arts. Education through arts has also been considered as an effective and efficient tool/strategy aimed at spreading lifelong learning and education. It can be achieved through projects based on a theoretical approach which moves from the concept of parent training, as a stimulator of interest and participation under an educational trans-generational prospect.

After showing the theoretical frameworks, supported by different authors, especially those that are considered the most famous philosophers, pedagogists, sociologists and anthropologists, it will be illustrating a project of literacy and education in arts, realised in nurseries and kindergartens, with the aim to involve the children’s families too, applied through activities/stimulations, with the help and support of educators-teachers, to join, all together, the “Culture days with family”. The chosen methodology has been based primarily on qualitative data: those from the Heuristic-Hermeneutic data, to the Grounded Theory (adapted and modified in order to meet the aims of the research) and Critic-Argument theory.