Abstract

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

Highlights

  • Curricula are the main and important components of the higher education quality progression

  • The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium

  • This study aims at determining and examining the application degree of Innovation Indicators about curriculum, which is studied in the form of four research questions as follows: 1) What are the innovation indicators in “teaching-learning activities of art curricula”?

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Summary

Introduction

Curricula are the main and important components of the higher education quality progression. Seeing the need to change parts of one’s teaching project may be the starting point for scholars to seek guidance from educational psychologists for innovation in their teaching reflection of existing teaching practices helps promote the use of innovative teaching projects The innovative teaching approach enabled the project to make the teaching, learning and understanding of content more people-centered and relevant (Freeman, Smith, Staniforth, & Collier, 2006). The art is used in this classroom to reinforce content learning, to help the students organize their ideas, and to create an experience Artists and their artistic production from the centre of the entire cultural scope of all sectors (Dreesmanna, Grüner, & Schmidt, 2014, p. 588)

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