Aesthetic Education Research Articles

Analysis of the Optimization of Ideological Education Work System under the Perspective of “Five Educations Simultaneously”

Currently, the education sector regards the “Five Educations Simultaneously” as a crucial guiding principle for talent cultivation in the new era. This paper deeply analyzes the specific content of “Five Educations Simultaneously” and explores the requirements for optimizing the ideological education work system based on this principle. The article emphasizes the fundamental role of moral education in ideological education, promotes the deepening of intellectual education, and advances the coordinated development of physical education, aesthetic education, and labor education to achieve proactive innovation in educational work. By implementing the concept of “Five Educations Simultaneously,” the goal is to cultivate well-rounded, high-quality talents to meet societal development needs.

Investigation of the Status of Music Teaching in Middle School under the Background of "Art into the Middle School Entrance Examination" in Dejiang County, China

Aesthetic education is an indispensable part of all-round quality education. Art education belongs to the category of aesthetic education and is an important content and way to implement aesthetic education. Music education is a form of education with music art as the medium and aesthetics as the core. In October, 2020, the general offices of the General Office of the Central Committee of the CPC and the State Council issued the Opinions on Comprehensively Strengthening and Improving Aesthetic Education in Schools in the New Era, which put forward the requirement of bringing art subjects into the pilot reform of senior high school entrance examination. The implementation of the new policy of "art entering the senior high school entrance examination" is a brand-new challenge to junior high school music teaching. In order to better implement the policy of "art entering the senior high school entrance examination", it is necessary to understand the current situation of junior high school music teaching. In this study, 241 junior high school students in four middle schools in Dejiang County, Guizhou Province were investigated from three aspects: their attitude towards music, the basic reasons for liking music and the mastery of basic music skills, and then the data were statistically analyzed by Excel and SPSS software. Based on the analysis results of the previous part, combined with the requirements of "Art Entrance Examination", this paper puts forward that we should pay more attention to music courses, enrich the content of music courses and strengthen the teaching of basic music knowledge.

Development and Application of Big Data-Driven Intelligent Evaluation System for Physical and Aesthetic Education

Big data driven intelligence evaluation system for physical and aesthetic education are used to leverage vast amounts of data to provide more objective, nuanced, and personalized assessments of student performance and progress. This paper proposes a hybrid approach for development of big data driven intelligence evaluation system for physical and aesthetic education. The proposed hybrid approach is the combined performance of both the Dual attention graph convolution network (DAGCN) and Weibull time to event Recurrent Neural Network (WRNN).Commonly it is named as WRNN-DAGCN technique. The major objective of the proposed approach is to provide for development of big data driven intelligence evaluation system for physical and aesthetic education. WRNN is design to enhancing the efficiency of physical training. Enhance the physical training from the WRNN by using the DAGCN. By then, the MATLAB/Simulink working platform has the suggested model implemented, and the present processes are used to calculate the execution. The proposed method shows better results in all existing methods. The accuracy level of proposed BDEPA-WRNN-DAGCN approach is 98% that is higher than the other existing methods. From the result, it is conclude that the proposed approach based error rate is less compared to existing techniques.

Analysis of Integrating Aesthetic Education into Short Video Course

With the rapid development of digital technology and new media, short videos have become a popular means of expression among young people today. However, most short video production courses often neglect the cultivation of aesthetics and art, lacking in creativity and aesthetic appreciation. Therefore, integrating aesthetic education into short video production courses to achieve the goal of cultivating marketable talents in short video production theory, practical skills, and aesthetic education in the new media environment is an inevitable requirement for the current innovative reform in short video production course teaching. Furthermore, the article proposes exploring a new approach to integrating traditional Chinese culture into professional course ideological and political education through the teaching philosophy and methods of aesthetic education. By promoting interaction between production, academia, and research through extracurricular clubs, actively exploring the integration of technical resources in marketing majors at universities with local characteristic industry resources, a new path is provided for the construction of a two-way interactive innovation model between schools and enterprises.

A Brief Analysis of the Infiltration of Aesthetic Education in Art Courses in Colleges and Universities

The simultaneous development of five educations vigorously advocated in today's society has promoted the torrent of students' all-round development, but among them, aesthetic education has many deficiencies. The role of aesthetic education in colleges and universities is particularly important. In recent years, China has formulated and promulgated a series of guidelines and policies to promote the implementation and implementation of aesthetic education. Therefore, we need to dig deeper into the shortcomings of aesthetic education and how to implement it correctly. This article analyzes and elaborates on aesthetic education in colleges and universities in three parts. The first part discusses the connotation and present situation of aesthetic education through the understanding of the history and development of aesthetic education. The second part comprehensively analyzes the problems in the implementation of aesthetic education curricula in colleges and universities. The third part aims at the problems in aesthetic education and analyzes how to deal with these difficulties in the future. Encourage people to discover and feel beauty with glasses, truly daily aesthetic education, continuously improve people's perception of beauty, enhance people's sense of happiness, and thus improve the level of social progress. Obstacles and countermeasures in the practice of aesthetic education in colleges and universities are the key processes to improve the core literacy of college students in the new era and have great theoretical and practical significance for cultivating correct values and aesthetic spirit.

Digital Transformation and Practice of Aesthetic Education in Universities

The rapid development of digital technology has infused new vitality into aesthetic education in universities. This paper first elaborates on the challenges faced by university aesthetic education in the digital age, such as single teaching methods and outdated evaluation systems. Then, it analyzes the positive impacts of digital transformation on university aesthetic education, including optimizing teaching content and methods, enhancing evaluation efficiency, and promoting teacher-student interaction. The paper also discusses specific practices of digital transformation in university aesthetic education, such as blended online and offline teaching, the application of virtual simulation technology, and big data analysis. Finally, it proposes strategies for the digital transformation of university aesthetic education from the perspectives of teaching resource construction, faculty development, and institutional guarantees. Through digital transformation, university aesthetic education can achieve innovation in teaching models, enhance students' aesthetic literacy, and meet the educational needs of the new era.

Aesthetic Education through Classical Chinese Poetry in Higher Vocational English Teaching

Classical Chinese poetry, steeped in profound cultural heritage and imbued with timeless aesthetic value, represents a treasure trove that holds immense potential for enhancing aesthetic education within the realm of vocational colleges. By integrating this ancient literary form into the curriculum, vocational English classrooms can embark on a journey that transcends mere language instruction, nurturing in students a deeper appreciation for beauty and fostering a holistic educational experience. The strategic implementation of aesthetic education through the lens of classical Chinese poetry in vocational English classrooms is a deliberate effort aimed at cultivating students' refined aesthetic taste. It encourages them to delve into the intricate world of poetic imagery, rhythm, and metaphor, thereby awakening their senses to the intricacies of language and the beauty that lies within. This process enriches their understanding of English and broadens their cultural horizons, enabling them to appreciate the interconnectedness of diverse cultures and artistic expressions.

AESTHETIC EDUCATION AND THE FORMATION OF SELF-INSTRUCTIONAL COMPETENCE YOUNG SCHOOL AGE

Involved in the process of formation of the personality and of the self-formation, aesthetic education aims at the development of the ability to correctly perceive and understand the beauty in the real life, the formation of aesthetic consciousness, aesthetic taste and sense, the need and possibility to participate in the creation of beauty in art and in life. Through the aesthetic education, we aim to prepare pupils for the act of valorization-reception-assimilation and the act of creating aesthetic values. The article presents ways and strategies to contribute to the development of the competence of self-instruction of pupils, in terms of education for beauty, so that they become efficient and autonomous in daily school activities, assume responsibilities, develop skills inside and outside the classroom. The conclusion of this article is that by encouraging pupils to be independent and responsible in their learning, they will become adults with motivation for lifelong learning.

What Is (Not) Aesthetic Education?

RESUMO O artigo, de caráter ensaístico-bibliográfico, busca refletir sobre os usos e sentidos do termo Educação Estética, abordando, primeiramente, o conceito de estética a partir dos ensaios O problema do conteúdo, do material e da forma na criação literária, de Mikhail Bakhtin e Mal-estar na estética, de Jacques Rancière, para, então, mobilizar, desde uma perspectiva latino-americana, suas relações com o campo da educação. O texto se constitui enquanto exercício teórico-metodológico para se pensar os rumos do que se concebe hoje por Educação Estética sob ângulos e prismas ainda pouco investigados na literatura vigente sobre o tema.

O que (não) é Educação Estética?

ABSTRACT The article, of essayistic-bibliographic character, seeks to reflect on the uses, powers and meanings of the term Aesthetic Education in scientific research, starting, firstly, from approaches on the concept of aesthetics from the texts The Problem of Content, Material and Form in Literary Creation, by Mikhail Bakhtin and Malaise dans l’ésthetique, by Jacques Rancière, to then mobilize, from a Latin American perspective, its relations with the field of education in dialogue with Latin American authors. The text is constituted as a theoretical-methodological exercise to think the Aesthetic Education from angles and prisms still little investigated in the current literature on the subject.

Study on the Path of Living Inheritance of Non-related Tangka Mural Painting: Taking Sichuan Institute of Nationalities as an Example

As an important part of China's intangible cultural heritage, thangka murals contain profound historical and cultural value and unique artistic charm. The purpose of this paper is to study the living inheritance path of thangka murals and explore how to effectively protect and inherit this valuable heritage in modern society. Through the in-depth analysis of Sichuan Institute of Nationalities in four aspects, namely, cultivation and protection of inheritors, cultural dissemination and publicity, industrialization and marketization, as well as social participation and aesthetic education and infiltration, a set of comprehensive living inheritance strategies is proposed. Firstly, it emphasizes on ensuring the complete inheritance of skills through the establishment of a sound mechanism for the transfer of skills. Secondly, various forms such as exhibitions and multimedia are utilized to expand the influence of thangka fresco art and increase public awareness and interest. At the same time, it promotes the integration of thangka mural art with tourism and cultural creative industries, promotes its market-oriented development and improves economic benefits. Finally, emphasize the importance of public education and aesthetic infiltration, and mobilize the strength of all sectors of society through a variety of ways to participate in the protection and inheritance of thangka murals. The research in this paper provides theoretical support and practical guidance for the living inheritance of non-heritage thangka murals, aiming to promote this cultural treasure in the modern society with new vitality and vigor.

Investigation and Reflection on the Inheritance Status of Ethnic Music in Hunan Universities

This paper attempts to investigate the current situation of ethnic music teaching and inheritance in music departments of Hunan universities, and explore the feasible paradigm of ethnic music inheritance in universities from the perspectives of ethnic musicology and music performance. With the opportunity of exploring the infiltration of ethnic music into schools through aesthetic education, it calls on the public to pay attention to the inheritance and development of ethnic music and actively reflect on it.

Plato's Aesthetic Thought Study of "Idea World"

The Great Hipius is a treatise on Plato's aesthetic thought. In the text, the question of "the very nature of beauty" is debated. It puts the difference between "beauty itself" and beautiful things, but it has never found the "what exactly the beauty is" answer. In his later articles of aesthetic thought, he thinks that anything in the world has rational. In the relationship between art and reality, Plato analyzed the access to "beauty is reason", and through the "inspiration said", "crazy said" to answer the source of art. The importance of aesthetic education in line with the provisions of the "Utopia" is proposed, which is also very modern. It is embodied in the exploration significance, reference ability and practical function of its aesthetic thought to today's aesthetic education. It has played a positive role in promoting and learning from the development of today's aesthetics. Practical education of beauty can cultivate perfect personality, good behavior, good mentality, positive attitude, and ultimately shape human nature with aesthetic qualities. In order to meet the needs of people in various spiritual fields and cultural levels, artistic creation has emerged. People need to constantly create art to reflect "beauty" and create aesthetic value. The human need for beauty is a special spiritual need, aimed at pursuing spiritual enjoyment and pleasure, and is the best way to pursue self realization. Plato's aesthetic ideas play an indispensable role in contemporary aesthetic practice and the construction of a harmonious society.

Art, Eros, and Liberation: Aesthetic Education between Pragmatism and Critical Theory

Abstract After showing how pragmatist aesthetics and Marcuse's critical theory affirm aesthetic education as key to transforming society toward greater freedom, equality, pleasure, and fulfillment, I compare the ways these two approaches differently perceive the scope and role of aesthetics in such transformation. Whereas Marcuse identifies the aesthetic dimension with the realm of high art, pragmatism understands this dimension far more broadly to include the popular arts and somaesthetic arts of living. Because Marcuse identifies art's critical function through its oppositional transcendence and autonomy from ordinary reality and practical life, he insists that aesthetics cannot directly contribute to transformative praxis in the real world but can operate only indirectly by transforming our sensibilities. Pragmatist aesthetics, particularly though somaesthetics, resolves the dilemma in Marcuse's aesthetics of liberation by bridging the alleged gap between aesthetics and praxis by reeducating our sensibilities in a more direct, practical, embodied way. The article further exemplifies the overlaps and differences between Marcuse's critical theory and pragmatist somaesthetics by focusing on erotic experience, which is essential to Marcuse's liberational program and increasingly present in somaesthetics’ concern with aesthetic reeducation of our senses and sensibilities.

Bridging the gaps in patient education through aesthetic-based education: A concept analysis study.

Aesthetics is a branch of philosophy that has been entered into the philosophy of education for a long time. Reviewing the concept of aesthetics in education, we can see the components that can cover a number of challenges in the field of patient education. Focusing on the conceptual dimensions obtained from the analysis of this concept, the aim is matching the resulting conceptual categories with the gaps in the field of patient education. Using a scoping review, we reviewed the literature dealt with different dimensions of aesthetic-based education. Walker and Avant's concept analysis approach was used to inductively analyze the content obtained from the review of literature. The data were divided into three general groups of antecedents, attributes, and consequences of the aesthetic-based education concept, and the final conceptual model was defined. Interdisciplinary comparisons between educational and medical sciences were made to match the concept of aesthetic education with the field of patient education to cover its issues. During the scope review process of the texts, after screening the articles, 17 articles selected to enter the concept analysis stage. Concept analysis phase showed that the main conceptual categories of antecedents of aesthetic-based education are aesthetic-based intrapersonal competencies and aesthetic capacities of educational setting. The attributes include aesthetic-based educational content and teaching methods including unity in diversity, combination with art and being based on empathy. The consequences include subliminal learning and constraint-free learning. These conceptual dimensions can cover four important issues in patient education including patient satisfaction, pedagogical competences of health educators, patient centeredness, and empathetic relationship. Applying aesthetic concept in the patient education process can bridge part of the gaps in this process. So, this study can be an introduction to future innovative models based on aesthetic paradigm in the field of patient education.

Chinese dance education and culture path in the preservation and transmission of cultural heritage to the younger generation

ABSTRACT Chinese dance is part of the world cultural heritage. This study aims to consider the opinion of respondents who have not studied Chinese dance directly, and thus obtain new data on the attitude to Chinese dance culture among the young generation of students of higher educational institutions. A total of 500 fourth-year students participated in the survey. The issue of the intercultural perspective of dance education in China is solved through cultural cooperation between Chinese universities through lectures on Chinese culture, thematic events and the arrangement of dance classes. Studying the introduction of Chinese dance to young up-to-date students should contribute to the formation of tolerance of other cultures, aesthetic education, and humanization of interpersonal relations, the development of mutual understanding between peoples. Despite the modern realities of modernization and acceleration of cultural development, Chinese traditional dance contributes to the preservation of past traditions and cultural identity, as well as strengthening social cohesion. According to the results obtained, 43% of students are interested in other cultures. In addition, 7% of respondents believe that Chinese dance is boring while 93% treat it positively considering it to be bright and colorful.

Integration of Red Aesthetic Education into Kindergarten and its Practical Paths

Red culture has important educational value. The integration of red aesthetics into the kindergarten provides strong support for children to establish correct values and historical views in the multi-cultural environment, and cultivate their creativity and aesthetic consciousness. Red aesthetic education activities should pay attention to the real embodiment of children’s subjectivity and the deep integration of application and practice. Practical paths of red aesthetic education in kindergarten include art activities, multi-field penetration, traditional festivals, and red aesthetic education environment infiltration.

ПЕРСОНІФІКОВАНИЙ ПІДХІД ДО ВИВЧЕННЯ ПРОБЛЕМИ ОСВІТНЬО-ПЕДАГОГІЧНОГО ПРОГНОЗУВАННЯ В УКРАЇНСЬКІЙ СОЦІАЛІСТИЧНІЙ РАДЯНСЬКІЙ РЕСПУБЛІЦІ (1930 – 1940 рр.)

The article highlights a personalized approach to the study of the problem of educational and pedagogical prognostication in the Ukrainian Soviet Socialist Republic of the period 1930 – 1940. The author emphasizes that the analysis of the theory and practice of education and upbringing in the conditions of various socio-economic formations from the point of view of a personalized approach contributes to the deepening and expansion of the worldview, provides full information about important concepts and education systems of the past. In the context of the research problem, the author singles out the experience of the following educators S. Kh. Chavdarov, S. A. Lytvynov, P. P. Blonskyi, Ya. A. Mamontov, O. S. Zaluzhnyi, S. A. Ananin. S. Kh. Chavdarov developed the general questions of the methodology of teaching the Ukrainian language, the methodology of teaching phonetics and grammar, the teaching of spelling, punctuation, and the methodology of students' speech development in Ukrainian language lessons. The study of the theoretical heritage of the scientist-educator S. A. Lytvynov allows us to understand the past experience from the standpoint of modernity, to reveal its place in the general gradual process of development of domestic pedagogical science. The basic pedagogical principles of mass incomplete secondary education on the basis of polytechnicism and the connection of education with labour as factors of social development of the individual were formulated by P. P. Blonskyi. The educator Ya. A. Mamontov gave special importance to the problems of aesthetic education, the goal of which he believed was the development of a person's aesthetic perception of the world. Ukrainian educator, reflexologist, pedologist O. S. Zaluzhnyi mainly researched children's teams, issues of children's interests, school success, labour training in children's groups. Ukrainian educator and psychologist S. A. Ananin gave the main place to labour education, considering it an important factor in the country's economic development and an effective means of forming a person.

The Utilization of the Arts as a Method of Developing Love for Reading in a Library Environment

This paper examines the contribution of using the arts as an educational method to reading groups in a library setting. The aim of the paper is to highlight the extent and the ways in which the inter-artistic dialogue strengthens the reading interest of the minor or adult participants and cultivates their aesthetic education. More specifically, the work aims to highlight: a. which theoretical principles and educational methods effectively support the utilization of other art forms in the reading approach, b. what specific techniques are involved in the inclusion of inter-artistic comparison in the reading process, c. in which phases of the reading process they can be included with a greater impact on reading motivation and d. how artistic works are selected depending on the literary texts being interpreted, the characteristics of the members of the reading community and the library environment. In order to answer the research questions, the opinions of two groups of participants are used: a. 15 Library Science student participants from the “Literature” course (spring semester 2022) and 18 participants from the “Applications of Reading Literacy” course (winter 2023) who systematically participated in the weekly meetings. The participants, having familiarized themselves with a variety of techniques for approaching literature, answered which they consider most appropriate for each phase of reading (thus also for inter-artistic dialogue). Based on their responses, it appeared that the use of arts in library reading groups is the most appropriate method for enhancing reading interest in preparing the response and one of the most effective methods for further engaging in dialogue about the projects during reading procedure. Also, the use of inter-artistic dialogue is particularly important for the development of critical appreciation of cultural works, as a means of awakening creativity and developing the aesthetic education of readers of all ages.

P261: Metaverse gamified aesthetic education – a think-aloud usability pilot study

Abstract Introduction Ten years on from the Keogh Review of cosmetic surgery in the UK, improvements in training and education are yet to be achieved. Gamified learning and metaverse technology have been posited as transformational media for learning. This study evaluates the usability of a metaverse gamified platform for aesthetic education. Methods An aesthetic education platform for administration of Botulinum Toxin was developed in Unity Game Engine. Qualitative semi-structured interviews were conducted using Nielsen’s (1994) usability testing of end-users, combining task-based assessment with free exploration of the platform. Articulated thoughts were transcribed, whilst the platform was screen recorded. Verbal and observational data were thematically analysed and coded, whilst barriers and facilitators were rated on a modified Likert scale. Results A total of eight medical students and junior doctors were included in the study. Six higher themes were developed including aesthetic interface, familiarity, coherence, interactivity, ease of use and utility. Coherence and interactivity were identified as the most potent drivers of learning, whilst familiarity and aesthetic interface were the biggest potential barriers. Conclusion A metaverse gamified educational platform in aesthetic plastic surgery is potentially usable and useful for doctors and medical students as a learning tool. Important facilitators include focus on in-game coherence and interactivity. Further work is needed to develop educational experiences further within metaverse settings in aesthetic plastic surgery to enhance education and promote patient safety.