Adaptation of strategies for the development of artistic and aesthetic culture elements to students' learning styles

Abstract

The study aims at identifying the concrete relationships between learning styles and effective learning strategies used in the formation of artistic-aesthetic culture elements among primary school students. After an analysis of the styles proposed by Kolb and Lisievici – which are predominantly manifested within the activities specific to artisticaesthetic education – the study records strategies adapted to these styles, identified through practical activity. The methodology of artistic-aesthetic education has curricular integration as its central element which promotes, in teaching activity, the synesthesia of the arts. A thorough understanding of the specifications of each learning style ensures that the student can leverage their individual abilities and self-regulate cognitive effort. The elements of metacognition are specific to a clear learning strategy and facilitate both the acquisition of the given content and the development of thinking operations and all other psychological processes. Pedagogical practice demonstrates that the educational process and teaching strategies generate different levels of performance among pupils, depending on individual characteristics, age, intellectual level, the structure of personal beliefs, attitudes, cultural background, elements that influence the differentiated reception and processing of instructional messages.