A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town

Atalay Mesfin Anteneh; Bekele Wubshete

doi:doi:10.11648/j.edu.20140301.13

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A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town

Atalay Mesfin Anteneh, Bekele Wubshete

Published in Education Journal (Volume 3, Issue 1)

Received: 25 November 2013 Published: 20 December 2013

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Abstract

The purpose of this study was to investigate the possible factors affecting implementation of aesthetics education in government and private school in Debremarkos town. Facility conditions and school outcomes such as student academic achievement, attendance, interest, completion of given period and teacher information about aesthetics. School facility condition for the implementation of aesthetics in the schools was determined by the interest of students, lack of materials and information gap.Through the use of four different research instruments, the ultimate goal of this study was to ensure the factors affecting implementation of aesthetics education in selected school. Through the use of students’ questionnaire, are provided some insights into the teachers’ real practices and their preferences of teaching aesthetics education in the school. It is also clear that most of problem is shared in teachers, students and administrative bodies. Regarding when should teachers teach aesthetics education they want to let students to play in the field? The marking strategy teachers’ use was also in problem of recording in their school because of sometimes they divided aesthetics marks for other subjects. Aesthetics education is no doubt a vital component in teaching any subjects easily and developing adequate children education proficiency. However, in different schools aesthetics education is not given depending on the curriculum designed by ministry of education. Depending on the data gathered from students and teachers using questionnaire interview and document analysis we concluded that schools haven’t enough aesthetics education teachers, aesthetics teachers have information gap, teachers were not teaching depending on the curriculum, there are lack of Music and Art material in the school, the school director don’t follow up ,teachers don’t take attendance in the period of aesthetics and the let students to play in the field. The researchers recommendations based upon this study include the following: The school, Debremarkos in the school, Amahara regional education office and ten concerned college should increase the enrolments of aesthetics teachers, College teachers should increase their relation with them to solve the problem, School director and other concerned body should follow up the implementation depending on the education office and Amahara regional education office should better to full fill the instruments designed curriculum and the criteria that the college uses to select students should be depending on practical aspects.

Published in	Education Journal (Volume 3, Issue 1)
DOI	10.11648/j.edu.20140301.13
Page(s)	15-23
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Music Education, Aesthetics, Art Education

References

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[13]	Dewey, John. (1932)'Ethics', with James Tufts. In: The Collected Works of John Dewey, 1882-1953 Edited Jo-Ann Boydston: Carbonsdale: Southern Illinois University Press.
[14]	Freud, Sigmund, "The Uncanny" (1919). Standard Edition of the Complete Psychological Work of Sigmund Freud, 17:234-36. London: The Hogarth Press
[15]	From the Literal to the Spiritual: The Development of the Prophet Muhammad's(s.a.w) Portrayal from 13th century Ilkhanid Miniatures to 17th century Ottoman Art, Wijdan Ali, volume IV, issue 7, p. 1-24, 2001
[16]	Green, Edward, "Donald Francis Tovey, Aesthetic Realism and the Need for a Philosophic Musicology," International Revue of the Aesthetics and Sociology of Music, 2005, p. 227.
[17]	Guy Sircello, "How Is a Theory of the Sublime Possible?" The Journal of Aesthetics and Art Criticism Vol. 51, No. 4 (Autumn, 1993), pp. 541-550
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[21]	Immanuel Kant, The Critique of Judgment.
[22]	J. Schmidhuber. Developmental robotics, optimal artificial curiosity, creativity, music, and the fine arts. Connection Science, 18(2):173–187, 2006
[23]	J. Schmidhuber. Facial beauty and fractal geometry. Cogprint Archive: , 1998
[24]	J. Schmidhuber. Low-complexity art. Leonardo, Journal of the International Society for the Arts, Sciences, and Technology, 30(2):97–103, 1997.
[25]	J. Schmidhuber. Papers on the theory of beauty and low-complexity art since 1994:
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[35]	Schmidhuber's theory of beauty and curiosity in a German TV show: http://www.br-online.de/bayerisches-fernsehen/faszination-wissen/schoenheit--aesthetik-wahrnehmung-ID1212005092828.xml
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[42]	Zangwill, Nick. "Aesthetic Judgment", Stanford Encyclopedia of Philosophy, 02-28-2003/10- 22-2007. Retrieved 07-24-2008.

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Atalay Mesfin Anteneh, Bekele Wubshete. (2013). A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town. Education Journal, 3(1), 15-23. https://doi.org/10.11648/j.edu.20140301.13

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ACS Style

Atalay Mesfin Anteneh; Bekele Wubshete. A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town. Educ. J. 2013, 3(1), 15-23. doi: 10.11648/j.edu.20140301.13

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AMA Style

Atalay Mesfin Anteneh, Bekele Wubshete. A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town. Educ J. 2013;3(1):15-23. doi: 10.11648/j.edu.20140301.13

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@article{10.11648/j.edu.20140301.13,
  author = {Atalay Mesfin Anteneh and Bekele Wubshete},
  title = {A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town},
  journal = {Education Journal},
  volume = {3},
  number = {1},
  pages = {15-23},
  doi = {10.11648/j.edu.20140301.13},
  url = {https://doi.org/10.11648/j.edu.20140301.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140301.13},
  abstract = {The purpose of this study was to investigate the possible factors affecting implementation of aesthetics education in government and private school in Debremarkos town. Facility conditions and school outcomes such as student academic achievement, attendance, interest, completion of given period and teacher information about aesthetics. School facility condition for the implementation of aesthetics in the schools was determined by the interest of students, lack of materials and information gap.Through the use of four different research instruments, the ultimate goal of this study was to ensure the factors affecting implementation of aesthetics education in selected school. Through the use of students’ questionnaire, are provided some insights into the teachers’ real practices and their preferences of teaching aesthetics education in the school. It is also clear that most of problem is shared in teachers, students and administrative bodies. Regarding when should teachers teach aesthetics education they want to let students to play in the field? The marking strategy teachers’ use was also in problem of recording in their school because of sometimes they divided aesthetics marks for other subjects. Aesthetics education is no doubt a vital component in teaching any subjects easily and developing adequate children education proficiency. However, in different schools aesthetics education is not given depending on the curriculum designed by ministry of education. Depending on the data gathered from students and teachers using questionnaire interview and document analysis we concluded that schools haven’t enough aesthetics education teachers, aesthetics teachers have information gap, teachers were not teaching depending on the curriculum, there are lack of Music and Art material in the school, the school director don’t follow up ,teachers don’t take attendance in the period of aesthetics and the let students to play in the field. The researchers recommendations based upon this study include the following: The school, Debremarkos in the school, Amahara regional education office and ten concerned college should increase the enrolments of aesthetics teachers, College teachers should increase their relation with them to solve the problem, School director and other concerned body should follow up the implementation depending on the education office and Amahara regional education office should better to full fill the instruments designed curriculum and the criteria that the college uses to select students should be depending on practical aspects.},
 year = {2013}
}

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T1  - A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town
AU  - Atalay Mesfin Anteneh
AU  - Bekele Wubshete
Y1  - 2013/12/20
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Author Information

Atalay Mesfin Anteneh

Debremarkos College of teachers’ education, Aesthetics and physical education Department, Pobox-428 Debremarkos, Ethiopia
Bekele Wubshete

Debremarkos college of teacher education，Debremarkos, Ethiopia

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Atalay Mesfin Anteneh, Bekele Wubshete. (2013). A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town. Education Journal, 3(1), 15-23. https://doi.org/10.11648/j.edu.20140301.13

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ACS Style

Atalay Mesfin Anteneh; Bekele Wubshete. A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town. Educ. J. 2013, 3(1), 15-23. doi: 10.11648/j.edu.20140301.13

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AMA Style

Atalay Mesfin Anteneh, Bekele Wubshete. A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town. Educ J. 2013;3(1):15-23. doi: 10.11648/j.edu.20140301.13

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@article{10.11648/j.edu.20140301.13,
  author = {Atalay Mesfin Anteneh and Bekele Wubshete},
  title = {A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town},
  journal = {Education Journal},
  volume = {3},
  number = {1},
  pages = {15-23},
  doi = {10.11648/j.edu.20140301.13},
  url = {https://doi.org/10.11648/j.edu.20140301.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140301.13},
  abstract = {The purpose of this study was to investigate the possible factors affecting implementation of aesthetics education in government and private school in Debremarkos town. Facility conditions and school outcomes such as student academic achievement, attendance, interest, completion of given period and teacher information about aesthetics. School facility condition for the implementation of aesthetics in the schools was determined by the interest of students, lack of materials and information gap.Through the use of four different research instruments, the ultimate goal of this study was to ensure the factors affecting implementation of aesthetics education in selected school. Through the use of students’ questionnaire, are provided some insights into the teachers’ real practices and their preferences of teaching aesthetics education in the school. It is also clear that most of problem is shared in teachers, students and administrative bodies. Regarding when should teachers teach aesthetics education they want to let students to play in the field? The marking strategy teachers’ use was also in problem of recording in their school because of sometimes they divided aesthetics marks for other subjects. Aesthetics education is no doubt a vital component in teaching any subjects easily and developing adequate children education proficiency. However, in different schools aesthetics education is not given depending on the curriculum designed by ministry of education. Depending on the data gathered from students and teachers using questionnaire interview and document analysis we concluded that schools haven’t enough aesthetics education teachers, aesthetics teachers have information gap, teachers were not teaching depending on the curriculum, there are lack of Music and Art material in the school, the school director don’t follow up ,teachers don’t take attendance in the period of aesthetics and the let students to play in the field. The researchers recommendations based upon this study include the following: The school, Debremarkos in the school, Amahara regional education office and ten concerned college should increase the enrolments of aesthetics teachers, College teachers should increase their relation with them to solve the problem, School director and other concerned body should follow up the implementation depending on the education office and Amahara regional education office should better to full fill the instruments designed curriculum and the criteria that the college uses to select students should be depending on practical aspects.},
 year = {2013}
}

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TY  - JOUR
T1  - A Comparative Study on Implementation of Aesthetics Education in Selected Government and Private School in Debremarkos Town
AU  - Atalay Mesfin Anteneh
AU  - Bekele Wubshete
Y1  - 2013/12/20
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20140301.13
DO  - 10.11648/j.edu.20140301.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 15
EP  - 23
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140301.13
AB  - The purpose of this study was to investigate the possible factors affecting implementation of aesthetics education in government and private school in Debremarkos town. Facility conditions and school outcomes such as student academic achievement, attendance, interest, completion of given period and teacher information about aesthetics. School facility condition for the implementation of aesthetics in the schools was determined by the interest of students, lack of materials and information gap.Through the use of four different research instruments, the ultimate goal of this study was to ensure the factors affecting implementation of aesthetics education in selected school. Through the use of students’ questionnaire, are provided some insights into the teachers’ real practices and their preferences of teaching aesthetics education in the school. It is also clear that most of problem is shared in teachers, students and administrative bodies. Regarding when should teachers teach aesthetics education they want to let students to play in the field? The marking strategy teachers’ use was also in problem of recording in their school because of sometimes they divided aesthetics marks for other subjects. Aesthetics education is no doubt a vital component in teaching any subjects easily and developing adequate children education proficiency. However, in different schools aesthetics education is not given depending on the curriculum designed by ministry of education. Depending on the data gathered from students and teachers using questionnaire interview and document analysis we concluded that schools haven’t enough aesthetics education teachers, aesthetics teachers have information gap, teachers were not teaching depending on the curriculum, there are lack of Music and Art material in the school, the school director don’t follow up ,teachers don’t take attendance in the period of aesthetics and the let students to play in the field. The researchers recommendations based upon this study include the following: The school, Debremarkos in the school, Amahara regional education office and ten concerned college should increase the enrolments of aesthetics teachers, College teachers should increase their relation with them to solve the problem, School director and other concerned body should follow up the implementation depending on the education office and Amahara regional education office should better to full fill the instruments designed curriculum and the criteria that the college uses to select students should be depending on practical aspects.
VL  - 3
IS  - 1
ER  -

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