Should China Draw From the DBAE in Its Art Education

Abstract

This study is dedicated to analyzing discipline-based art education and its potential impact on art education in China. First, it examines DBAE's core ideas and the prominent researchers in the field. Jerome Bruner, Manuel Barkan, and Elliott Eisner's study are credited with laying the groundwork for the establishment of DBAE. Secondly, it looks at how art instruction is implemented in Chinese schools and the curricular standards. The growth of the entire spectrum of art disciplines is valued in China's art education, which has begun to trend toward comprehensiveness. However, the emphasis on various disciplines in the curriculum standards is imbalanced. Finally, a questionnaire was used to collect Chinese students' opinions on Art History, Art Criticism, Art Creation, and Aesthetics in DBAE and their perspectives on art classes and art education in schools. According to the research, Chinese students support DBAE, with art production being the most significant discipline to be taught in art classes. It also demonstrates the curriculum's lack of art criticism and aesthetics. Students typically feel that arts education is essential in schools, particularly in primary schools. Art education in China should take the DBAE into account more carefully. There is much convergence between the Chinese art curriculum standards and the DBAE, which meets the goals and needs of Chinese education.