Both L'Atlas and Canto have developed a keen sense
of spatial awareness through street art, and have taken their inspirations to transcendent levels.
Not exact matches
- strengthening the upper body and core muscles for other gross motor tasks - strengthening the upper body and core muscles to create a stable base for fine motor skills - developing stability in the bones
of the shoulder joint (the ball and socket joints
of the shoulders and hips are shallow and unstable at birth but are molded into stronger, more stable joints
through weight - bearing)- visual development to quickly shift focus from near to far - hand - eye - coordination - providing plentiful early opportunities for motor planning (movement problem - solving)- refining balance - integrating the movement (vestibular), pressure & stretch (proprioceptive), visual and touch (tactile) sensory systems - learning to coordinate movements where two sides
of the body are doing different movements - learning to coordinate upper body and lower body movements - developing body
awareness and
spatial awareness - fostering independence
Benefits
of arts education In addition to economic benefits
of investment in arts education for students in the primary and secondary sectors there are a plethora
of social and intellectual benefits: • encouraging self expression and self
awareness • building confidence and self esteem • thinking creatively and conceptually • problem solving • increasing motivation and improving behaviour • developing organisational skills • being able to work collaboratively and independently • developing multiple learning styles • building maturity and appreciation • developing observational skills • raising global
awareness and respect for other cultures • promoting literacy
through analysis and interpretation • increasing enjoyment and fun in learning • developing
spatial and visual skills • encouraging qualitative
awareness • seeing different perspectives • openness to subtlety, nuance, flexibility and imagination
Space
Awareness: to solve problems
of spatial orientation and moving objects
through space such as driving a car.
Items 1
through 4 assess preservice teachers» beliefs about, self - confidence in, and willingness to use GST in their future classrooms, whereas Items 5
through 8 are related more to their
awareness of and beliefs about teaching
spatial thinking in schools.