Arts Classroom Research Articles

Integration of Red Resources in Middle School Art Teaching Practice Research

The integration of red resources is an important aspect of middle school art education, and incorporating the spirit and culture of the color red into middle school art classrooms holds significant significance. This paper, using art as a medium, explores the educational pathway of integrating red resources into middle school art education by examining and analyzing primary and secondary school curricula and teaching theories, core literacy teaching theories, new art curriculum standards, and subject textbooks. Through investigating teaching methods to enrich the forms of art curriculum content, this study aims to shape students' ideal beliefs, cultivate patriotic sentiments, and promote the development of the art discipline.

UTILIZING TRANSLANGUAGING IN TEACHING ESP TO CULINARY ART STUDENTS IN INDONESIA: CHALLENGES AND EFFORTS

Translanguaging is a pedagogical strategy that can be used to assist students in understanding the material in the classroom and this strategy plays an important role for teachers in conducting classes of English for specific purposes (ESP) in culinary art classrooms. The study was conducted to examine translanguaging utilization in teaching ESP for culinary art students and find out the challenges and effort that teachers have in the classroom. The research used a case study in a culinary art classroom of Almansyuriyah Vocational School at Tangerang and descriptive analysis was used to analyse data that has been collected through classroom observation and interview with a teacher and 20 students. The result explained that utilizing translanguaging in the classroom raises students’ understanding of the material given because students can use the home language (L1) to understand the context and elaborate on the target language. Finally, Translanguaging as a pedagogical strategy can be utilized to assist students in understanding English for specific purposes in culinary art classrooms in Indonesia.

‘Sir, I don't know what I'm doing’: An investigation into the role of happy accidents in a secondary school art classroom

AbstractThis research project explores the use of ‘happy accidents’ as agents for facilitating more meaningful and critical exploration in secondary school art. Owing to a preoccupation with standardisation and quantifiable results, the more nebulous and invisible qualities of art have become deprioritised within many curricula. This paradigm creates ‘safe’ pedagogies that place emphasis on verisimilitude and technical acme as the yardstick for ‘successful’ artwork, preserving the identity of teachers within the epistemological frameworks that dictate education. Equally, as competitive individualism and reward demarcate education, young people are spending more time partaking in activities for their instrumental value. This ‘teaching‐to‐test’ model translates to formalist, linear modes of making as the most expedient means of achieving grades. The following research aimed to trouble this status quo and offers a pedagogy that allows for more responsive, playful and personal approaches to experimental artmaking. The mechanism used as a springboard into inquiry was the ‘happy accident’, facilitated by the use of unpredictable media such as Photoshop and photocopying. Adopting a middle ground between Atkinson's ‘unknown’ and the inferentialist model described by Walton, students had the latitude to combine known and unknown knowledge to push their artmaking into more meaningful territory, whilst preserving evidence of the ‘mark scheme’. To bolster my attempts at disrupting canonised imagery of ‘good’ school art, students also troubled the common practice of creating overly embellished, illustrative sketchbooks, with the creation of self‐made, A2, portfolio style books. The knowledge produced in this project was interrogated within a multimodal, arts‐based research methodology: through interview analysis and the analysis of the artwork, or artefacts, produced.

High-Leverage Literacies for Thriving in and Transforming a Present and Future World

A literacy researcher and teacher educator advocates for teaching transnational and racial literacies in the English language arts classroom.

Integrating mental health literacy in the English language arts middle school classroom

Mental health challenges are on the rise among today’s youth. Recent reports have noted an acute and significant need for school-based mental health education and supportive interventions for children and adolescents. Among these approaches, a growing focus has centered on improving students’ mental health literacy (MHL) as a foundational component in addressing overall mental health needs. While schools offer an ideal venue for access and implementation, there exist a variety of limitations to integrating MHL content, particularly within the middle school classroom. In this manuscript, we offer recommendations for educators, school social support workers, and administrators who are interested in teaming together to develop and embed a literature-based MHL curriculum into the middle school English Language Arts (ELA) classroom. Our suggestions offer a framework for planning, developing, and implementing such a curriculum within the confines of current school structures and processes while maintaining the teacher’s role as educator.

Supporting Multilingual Learners: A Pilot Survey of Art Teachers

Multilingual learners’ (MLs’) access to a rich arts curriculum is often overshadowed by their need to learn English and “core” content. Yet MLs should have equitable access to arts education alongside their monolingual peers. An important avenue for offering this access is teacher preparedness. This study reports on a pilot survey of preK–12 visual arts teachers regarding their beliefs about and practices with MLs in the arts classroom. Survey items from four different scales measuring culturally and linguistically responsive teaching and beliefs were adopted. The responses of 26 teachers illustrated generally positive beliefs, practices, and confidence, but variation among respondents was high. Patterns in the data point to interesting future steps in the work, including the need to examine why teachers who had undergone training on teaching MLs were less confident in their ability to teach this population.

Compliance of New Media Art Course in Chinese Middle School

Since the 21st century, with the rapid rise of the Internet, a variety of new media continue to appear, especially the rise of network media and electronic equipment, which has brought great changes to human information dissemination and communication, and made mankind enter a new era of information dissemination. In this era, in addition to using computers as a tool for art creation, art educators began to study the application of new media such as computers and networks in art classroom and teaching practice.In order to adapt to the development trend of international art education, China has added the content of new media art education in art curriculum standards, middle school art textbooks and middle school art courses. However, compared with the developed countries in the world, the current middle school new media art education in China generally has some problems, such as low attention, limited teaching content, lack of teacher training courses and so on. These problems have seriously affected the development of middle school new media art curriculum and teaching in China.Since the 2022 version of the art curriculum standard clearly puts forward the content of the new media art curriculum, the focus of this paper is how schools and teachers adapt to the curriculum standard and solve the difficulties encountered in the implementation of the new media art curriculum standard.

More Than Surviving: Secondary Trauma in English Language Arts

Using methods of storytelling to share and make sense of their experience with trauma in English language arts classrooms, the authors imagine healthier ways of coming into relationship with the traumatic conditions produced in schools.

Opening, deepening, and widening dialogic space in argument classrooms

ABSTRACT Given the importance of teaching and learning argumentation, across disciplines for participation in academic and civil discourse, this article examines how dialogic space is created and sustained in classrooms where argument is taught and learned and, when it is created, what affordances it brings to learning argumentation. Dialogic space is a shared space of mutual resonance where we see, feel, or think things from at least 2 points of view at once. While any instructional setting has the potential to create dialogic space, this potential is not always realized. Using data from previously published research on classroom discourse around argumentation in secondary English language arts classrooms, I present how dialogic space can be opened, deepened, and widened as well as how teachers can engage students in argumentation within this space. I conclude by briefly discussing the contexts and affordances of creating dialogic space in argument classrooms.

Discussion Formats for Addressing Emotions: Implications for Social-Emotional Learning

Scholars of Social and Emotional Learning (SEL) advocate discussion as a promising instructional method yet rarely specify how such discussions should be conducted. Facilitating classroom discussions is highly challenging, particularly about emotions. Furthermore, the SEL literature contains contradictory discursive imperatives; it typically overlooks the gaps between students’ and teachers’ emotional codes and how these codes are shaped by culture, class, and gender. The current study explores different ways in which teachers facilitate classroom dialogue about emotions. We analyze data drawn from a two-year ethnographic study conducted as part of a design-based implementation research project aimed at fostering productive dialogue in primary language arts classrooms, looking in particular at two lessons centered around a story about crying. We found two different interactional genres for discussions about emotions: (1) inclusive emotional dialogue, in which students share emotions experienced in their everyday lives; (2) emotional inquiry, in which students explore emotions, their expressions, and their social meanings. Both types of discussion generated informative exchanges about students’ emotions. Yet the discussions also put the teacher and students in challenging positions, often related to the need to navigate between contradictory discursive norms and emotional codes.

Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies

ABSTRACT Classroom discussions of social issues, ranging from gun violence and climate change to race and gender identity, have become risky and politicised, dividing parents and educators along ideological lines and leading to censorship. Journalistic teaching and learning in secondary school English classes present one viable solution. However, few professional development opportunities exist to support teachers who lack formal professional or scholastic journalism training to integrate journalistic practices and disciplinary lens into general English language arts classrooms. This study explores teacher experiences and perspectives on student learning building on an innovative professional development and classroom curriculum. Results demonstrate strong evidence for the scalability of this networked learning professional development approach and for the teacher-generated innovations that enhanced student experiences. Teachers perceived substantial improvements in students’ core skills in journalistic learning, such as evaluating bias and credibility of sources, conducting interviews with community members, and writing. Results illustrate a timely and impactful approach to training English language arts teachers in a student-driven, culturally relevant, and practical approach to writing instruction.

Repainting the Stifled Canvas: Awakening Personally and Culturally Relevant Artmaking in Postcolonial Classrooms

This article explores the idea that teachers, even when aiming to implement culturally and personally relevant pedagogies, are subject to passing on colonial agendas and practices that stultify learning in art classrooms. I argue that even in self-governing, majority non-European societies, well-intentioned teachers can unintentionally perpetuate colonial educational agendas that narrow students’ learning, as well as the ideas students deduce about art, culture, and their roles in contributing to them. I focus on Jamaican and Anglo-Caribbean art classrooms, where many teachers and students have non-European lineages and a shared national heritage rooted in slavery and colonialism. I conclude the article by raising implications for how art educators there and elsewhere might avoid unconsciously engaging in neocolonial pedagogies, especially when teaching non-White students whose heritages are rooted in colonial oppression.

Analysis of Outstanding Problems and Countermeasures in the Reform of Fine Arts Teaching in China’s Colleges and Universities Based on the VAR Model

Abstract With the development of society, the artistic cultivation requirements for talents are increasing. This paper discusses in depth the main problems in the current reform of art teaching and puts forward targeted solution strategies, aiming to improve the overall quality of art teaching. In the study, the key factors affecting the quality of art teaching in colleges and universities were analyzed using the VAR model, and a multimodal art education knowledge map was constructed using the Viterbi method. Through the ALKPT knowledge tracking model, this paper assessed and scored students’ mastery of art knowledge and incorporated the results into the art classroom quality evaluation module. Based on the scoring data, the art classroom quality features were standardized, and the comprehensive evaluation results were derived through feature fusion dynamic weight assignment. Impulse response analysis showed that the number of returnees who studied abroad to learn about art positively impacted art teaching. The empirical results showed that after the reform of art teaching, the students’ art theory scores increased by 5 points on average, the scores were distributed between 10 and 20 points, and the achievement gap between students was reduced. This study provides a robust strategy and evaluation tool for optimizing art teaching, improving teaching quality and promoting students’ artistic literacy.

Analysis of the Path of Art Education in Township Primary Schools Based on ARCS Motivation Model: Example of Yangchun Root-Carving Intangible Cultural Heritage in Guangdong Province

This study cites the ARCS motivation model theory framework and takes the Second Primary School in Chuncheng Street, Yangchun, Guangdong Province, as the research object. The root-carving of intangible cultural heritage is integrated into the art classroom of township primary schools for experimental teaching, supplemented by a questionnaire survey method for sampling investigation. Research has found that current students have a limited understanding of the roots of intangible cultural heritage. However, creating root-carving art works in the form of calligraphy, allowing students to use clay instead of carving and shaping methods, and experiencing the charm of root-carving intangible cultural heritage can effectively increase learning interest, improve hands-on production ability, and improve creative expression ability. This study suggests that the integration of the root-carving of intangible cultural heritage calligraphy forms into art teaching methods still has certain limitations. Therefore, teaching optimization strategies are proposed, including improving teachers' knowledge and skills in root-carving intangible cultural heritage culture; carrying out resource sharing through O2O service models for schools and local cultural centers; adopting flexible and diverse teaching methods to cultivate students' interest in intangible cultural heritage; and expanding the content of primary school art textbooks.

Elementary and Secondary School How to Construct High Quality Art Classroom Thinking and Strategy

Elementary and Secondary School How to Construct High Quality Art Classroom Thinking and Strategy

Research on the Design Application of Cantonese Opera Art in Primary School from the CTML: An Example of Guangzhou Huadu Qixing

With the progress of the times and social changes, more and more people are realizing the necessity of inheriting intangible cultural heritage and their contribution to the content of school art education. This study aims to explore the integration and development of the design and application of Cantonese opera art in primary school art education. Drawing on the cognitive framework of American psychologist Richard Mayer's multimedia learning theory, this study takes Guangzhou Huadu Qixing Primary School as the research object and conducts pilot teaching in the form of extracurricular activities recruited by art interest groups. Empirical research is conducted through questionnaires and participatory observation methods. Research has shown that integrating Cantonese opera art into primary school art classrooms not only enhances students' sense of identification and pride in traditional culture, but also enhances their creativity in applying Cantonese opera art design. During the experimental teaching process, it was found that the current integration and development of Cantonese opera art through art education is still weak, due to insufficient protection of school art teaching resources and a serious lack of school art teachers. Therefore, optimization strategies for experimental teaching are proposed: firstly, to strengthen the promotion of school culture and resource sharing with local art museums; secondly, to adopt diverse teaching methods to increase students' interest in learning Cantonese opera; and third, to build excellent teacher training for Cantonese opera art.

Exploration on the Application of Digital Resources in High School Art Appreciation Teaching

With the progress of science and technology, China's society has entered the era of digitization and informatization. Applying digital resources to high school art appreciation teaching can enrich art-teaching resources, make teaching forms more vivid and intuitive, greatly improve the teaching efficiency of art appreciation, and build an efficient art classroom. In addition, this can also create a relaxed teaching atmosphere and cultivate students' aesthetic appreciation ability. The application of digital resources in high school art appreciation teaching is an inevitable trend of teaching reform and development in the new era. Based on this, this paper first analyzes the application value of digitalization in high school art appreciation teaching, and then specifically elaborates on the innovative application path of digital resources.

Examining Our Roles of Literacy Sponsorship for Students’ Equitable Book Access

The authors examine various teacher literacy sponsorship roles that influence students’ reading choices, habits, and literacy practices in an English language arts classroom.

Research on the model of martial arts classroom ideological practice for college students based on time-series data analysis

Abstract This study employs multidimensional time-series data analysis to explore college students’ learning behaviors in martial arts civics classes. By analyzing learner interactions in three categories and time-series data from educational videos, we assess student engagement in mastery of knowledge and quantify learning outcomes for a detailed and accurate evaluation of their learning status. Our team has crafted a targeted learning path network that enhances offline teaching approaches by leveraging insights from online learning trends and in-class performance in martial arts civics education. The results show that the most popular and highest-rated course is Military Poetry (4.7 points) based on the analysis of recall data, and more elements of military poetry should be included in the design of teaching content. Student A64 had the lowest online note quality rating of 0.02, which can be hypothesized to indicate that the student’s attitude was not active enough. Online and offline Mixed Martial Arts classroom Civics education had a mean score of 46.856, with a p-value of 0, and there was a significant difference between traditional offline education and online mixed martial arts classroom Civics education. Most of the students’ personal patriotism, professional knowledge, and abilities were significantly enhanced after participating in online and offline mixed martial arts classroom Civic and Political Education.

Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities

Literary Knowing and the Making of English Teachers offers a thorough exploration of the relationship between literature, knowledge, and the professional identities of English teachers. The book engages fundamental questions about knowledge in the English classroom and presents a 3‐year longitudinal study involving 24 early‐career English teachers in Australia. Through interviews and a national survey, the authors provide a multivocal exploration of teachers' perceptions of literary knowledge, curriculum design, and their roles in mediating the relationship between students and texts. This thought‐provoking work highlights literature's formative role in shaping teachers' professional practices and identities while inviting readers to reflect on the broader debates surrounding literature's place in the English Language Arts classroom.