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ERIC Number: ED498925
Record Type: Non-Journal
Publication Date: 2007-Nov-10
Pages: 7
Abstractor: Author
New Communication Model: Multimedia Art
Srnic, Vesna
Online Submission, Paper presented at the Annual Croatian Academic and Research Network (CARNet) Users Conference (8th, Dubrovnik, Croatia, Nov 20-22, 2006)
The purpose of this project, which the author as a mentor has realized during the 2006/2007, was to invent new Educational model, to fill the gap in Education by showing the positive influence of Multimedia Art, especially Multimedia Performance on Permanent Learning at the level of primary school students, college students and teachers or on Education in general. After the mentor had been introducing the specifics of Multimedia Art as a Synesthetic model and necessity of Empathy in Education by Multimedia Performance, she has been supervising and comparing two groups of children (15 primary school students and 15 college students). She had been preparing each group separately, but has been joining them all while performing Christmas in Musical Pictures. Results indicate that after one year of preparation, two groups of students of all ages have been spontaneously integrating in a Performance and thus making no differences. Each of 6 levels of audio-visual Performance has been performing as an orchestrated part of Oness. Final Performance show that Multimedia Art, especially Multimedia Performance strengthens educational capacity of the Permanent Learning and enables the students and creative persons as well to integrate intensively their Cognitions and Existential Supportings, thus becomes favourable for Permanent Learning and Education in general. Educators need to increase their knowledge of the Multimedia Art and especially Multimedia Performance in order to improve the Permanent Learning development. (Additional data: 7 short films) (Contains 4 footnotes.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A