COGNITIVE THERAPY TECHNIQUE OF PEOPLE WITH DISABILITIES THROUGH VISUAL ARTS EDUCATION APPROACH
European Journal of Molecular & Clinical Medicine,
2020, Volume 7, Issue 2, Pages 3952-3966
AbstractThis paper covers the reflection and approach of cognitive therapy in visual arts education on the talent of disabled people (OKU). The critics and artistic teaching acceptance factors through visual art activities are to highlight the talent of participants from unique groups of people with disabilities. The participants involved with the program are from hearing impairment, mute and physical impairment categories. Visual arts and therapeutic activities involved aspects of cognitive constructs as well as the physical and mental movement of the disabled. Besides, the visual arts approach can identify the level of sensitivity of the creative minds directly to the disabled. The main emphasis of this paper is to open sections and ideas about the concepts of the elements and principles of visual arts required by the disabled. Through a therapeutic approach in visual arts education, disabled people have completed artistic tasks. Evaluation and analysis are carried out on the creation of tasks to see the level of capability and understand the disabled with the continuity of the assignment. Physically, the collection of visual art has led to the development of emotional disabilities in focusing on artistic teaching delivered. The qualitative research approach is carried out in activities such as attraction to basic sketches. Researchers achieve explanations on the elements and principles of visual arts as well as the basic techniques of sketches for people with disabilities. A purposeful sampling with the goal of three tasks according to basic sketches activities has gained interaction in teaching and learning. The method of document analysis in art writing is used to refer to the focus on the pattern of the sketches presented. Findings from the observation of the basic sketches program are based on theory in the practice of visual arts. It is observed that the basic activities of sketches in visual arts can raise the knowledge available to the acceptance of cognitive factors of disabled participants. Moreover, the importance and implications of this study increase the thinking style of the disabled to carry out learning procedures. The visual arts assignment of OKU participants provides a complement to generating specific sketching activities. The aesthetic concept in a focused investigation is chosen to visualize the advantages of visual arts activities.
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