School Art Education Research Articles

Strategies for Collaboration with Community for Promoting School Arts Education

Strategies for Collaboration with Community for Promoting School Arts Education

The technical capabilities of the computer in enriching the creative design of talented students

This research aims to identify the technical capabilities of the computer in enriching the design of advertising, then apply it to talented students in the secondary stage using Photoshop program. The study applied the descriptive analytical method, and used the interview and the form of evaluation and analysis of the business tools for the study, and the sample of the study (5) of the talented students in art education and design in Dar Al Uloum Secondary School for Girls in Riyadh.

Cybernetic systems of music creation

Simplicity of thought and operation can help to define complex end results, with cybernetic systems being a useful means of defining this within songwriting practices. This study outlines utilization of cybernetic practices by key popular music composers, including David Byrne and Brian Eno, who benefited from an art school education which supported these practices. As postmodern creation became more evident within art colleges, systemized processes of creation, where hierarchies were delineated, supported freedom and experimentation within the creative process. The non-musician was able to express their musical creativity due to the rise of new technologies and the reduction of hierarchies, as exposed from interviews with Eno, his art school tutor Roy Ascott, and experimental composer Gavin Bryars. These elements of art school education that they discussed, helped a new generation of musicians to develop original and dynamic work in the 1970s; the results of this research suggest that these are practices that should be introduced and acknowledged within HPME.

A Study on the Possibility of Practice of Art Education in Schools and Village Education Community

A Study on the Possibility of Practice of Art Education in Schools and Village Education Community

'Ecole et cinéma': A national model for arts education in schools

This essay presents the French educational programme 'Ecole et cinéma' in terms of its guiding principles. By examining the history of its creation, as well as the various levels at which this complex programme operates – from government agencies to pupils, by way of educators and organizational leadership – we begin to understand the identification processes and values that the programme advocates, along with the contradictions that situate this rigorous and high-quality programme as a national apparatus that is representative of a certain idea of arts education. But this is not without its own contradictions, which are inextricable from 'Ecole et cinéma', particularly at the present moment.

Liberal Ideals, Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England?

AbstractModern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is certain is that the modern liberal tradition is increasingly irrelevant to a young generation of learners, but while alternative paradigms have subsequently been suggested none have come to replace the stubbornly established rationales of modernism and liberalism. This article suggests novel futures for the justification and relevance of art education that move beyond those currently prevalent. Preferable futures are suggested that synthesise postmodern practice with liberal ideals in a paradox requiring creative consideration. While the difficulties of drawing upon such contradictory rationales are noted, a case is made that if such a purpose might be accepted and imbedded in art educational futures, then there may result a more relevant and sustainable future for art education in England.

DISCUSSION AND EXPERIMENTATION WITH MATERIALS AND TECHNIQUES

One of the currently vital problems in the Arts education in comprehensive schools has been examined in the article, namely: the issue of forming and developing practical skills of students in the creative process of artistic activities. This developing in the educational practice reflects the visual concepts and degree of knowledge applied creatively in the educational tasks. The practical skills themselves reveal the gist and specific features of Arts as a subject and that is why the research done in this direction is realized in devising an experimental educational model called Discussion and Experimentation with Materials and Techniques. The model comprises educational tasks and approaches for mastering materials and techniques in section Paintings and has been approbated at a high school stage. Nevertheless, it can prove useful with certain grades in Middle school as well. We also believe that discussion experimenting can be successfully applied in other sections of Arts teaching such as Graphics, Sculpture and Decorative Applied Arts. The essence of the educational model suggested by the author is basically a combination of two separate methods supplemented at times in the process of learning by other teaching methods. The first one of the above mentioned is Experimenting with materials and techniques, which is typical for the area under observation and the other one is the interactive method discussion with a broader scope of application in Didactics and partial Pedagogy. As a whole the experimentation model can be defined as interactive in character as the traditional methods /educational narrative and demonstration/ utilized in the introduction of the lesson are intertwined with the interactive reciprocity of the discussion. The main aim of the model and the discussion as well is to stimulate the interest of the students and motivate them for better performance. Compared to traditional educational techniques and technologies, the subsequent results in practice of the model’s approbation prove it more effective in forming and successful developing of artistic skills in students.

The Investigation and Optimization Strategy of Rural Art Education

Art education in primary and secondary schools is indispensable to the implementation of quality education in basic education. The aim is to make students feel excellent art works and culture, expand their aesthetic education knowledge and open their students' vision and improve their aesthetic appreciation. However, through the investigation, the current situation of the art teaching in the primary and secondary schools is not the new teaching thinking, the teaching tool is old and so on. Under the great background of the present core literacy, fine arts education is of great significance to the improvement of the students' humanistic quality. How to make the students have a great interest in the art appreciation, and enjoy the fine art works in the teaching of music, from which the relevant knowledge such as the humanities, the art and the culture can be obtained? The method is as follows: flexible and variable and shape With the rich teaching method, the art teaching of primary and middle schools is carried out, the art teaching is expanded by the path of the field teaching, the artistic charm of the body is improved in the appreciation of the outstanding works, the cultural self-confidence of the students is enhanced by the comparison of the Chinese and western cultures, To make the art teaching of primary and middle school realize the goal of core accomplishment in a rich and colorful life. Conclusion: the child is like a u-disc whose content is dependent on the stored content. In the course of the elementary and middle school fine art teaching, the organization form of the course is remarkable to the effect of the teaching effect, the core quality is the main index element, the fine art class is active, and the student's fine art operation ability can also be obviously improved.

The Problems and Countermeasures of ‘Art Education’ in Secondary School

Abstract: The progress of society has prompted the rapid development of education. Being one of it, the art education has received extensive attention. To date, the current art education has made certain progress in primary and secondary schools. However, based on the analysis of the current situation of "art education" in secondary schools, there are still many problems. Through the investigation on the current situation of art education in the middle school, this paper reveals the existing problems in art education and provides the corresponding countermeasures.

A Study on Creative Thinking Competencies in School Art Education

A Study on Creative Thinking Competencies in School Art Education

The educational means used by teachers of art education in primary schools

Education varies in terms of form and content between verbal and abstract education through the delivery of knowledge and enriching experiences through verbal communication and ephemeral learning and based on sensory experiences that provide visual and audio visualizations that make it imperative to install and retain knowledge and experience. It is obvious that meanings And the concepts grow the more tangible sensory experiences that make the process of communication highly efficient, and the more the learner's acquisition of direct sensory experiences, ie the first source is the life situations and normal circumstances of the process of communication, but if these can not be available It is necessary to adopt appropriate alternatives through which these positions can be provided in a way that allows the acquisition of sensory experiences or what is known as educational means, especially in educational situations caused by the use of alternatives to cause damage, including increasing knowledge and spatial and temporal barriers and size and the difficulty of communicating with real and dangerous situations and other situations Which is taken into account when teaching. It is possible to achieve fruitful learning, which depends on the clarity of the communication process. This process, which is heavily influenced by excessive verbalism, weak motivation, differences in knowledge between teacher and learner, The educational method is especially important in the art education classes and parallel to the most relevant lesson of the activities of the curriculum of art education. The work of implementing different teaching strategies that require the use of teaching aids related to the content. Where teaching is more attractive and can overcome the problem of large classes and shorten the amount of time and effort in the educational process. Scientific and technological progress and scientific and technological achievements produced by the communications revolution of materials and tools have had a great impact on education scientists in understanding the role of natural sciences in the use of these scientific techniques in education as new educational means. However, the use of these methods in a chaotic manner does not depend on methodology, the study sought to identify the educational methods prevailing in the primary schools for the academic year 2017/2018. The research came out with the most important findings and conclusions. It emphasizes the use of teaching aids of all kinds, Creativity among primary school students

Senior High Schoolers’ Atitudes toward Visual Art Education in Ghanaian Secondary Schools

This research aims at studying senior high school students' attitudes toward visual art education in terms of a) their gender, b) their level in education, c) the location of school. The current research was conducted with sample of 385 students selected from six senior high schools located in both urban and peri-urban precincts in Ashanti Region of Ghana in the 2015-2016 academic years. A perspectives scale of 50items was employed so as to obtain the data required. The alpha reliability for the scale of perspectives toward visual art education was found to be 0.766. The t-test was used in the comparison of pairs whereas one directional variance analysis and Scheffe test was used in comparing groups larger than pairs in data analyses. In consequence, the statistical data demonstrated that senior high school visual art students' perspectives towards visual art education did not differ on the basis of a) gender and b) education level, however, significant difference existed between those located in the peri-urban and urban communities.

학교 예술교육 정책 변화에 따른 국악교육의 방향

학교 예술교육 정책 변화에 따른 국악교육의 방향

지역연계 학교예술교육에서 국악교육의 방향

지역연계 학교예술교육에서 국악교육의 방향

"Content without Context Is Noise": Looking for Curriculum Harmony in Primary Arts Education in Western Australia.

Arts education in Western Australian primary schools consist of learning opportunities outlined by mandated curriculum. However, assumptions underlying this curriculum involving access, resources and support impact schools’ capacity to implement the curriculum without them being adequately addressed by the written curriculum. Drawing on the policy enactment theory of Ball, Maguire, and Braun (2012), four contextual variables (situated contexts, professional cultures, material contexts and external factors) are used to highlight the differences between the written published curriculum and the implemented, practised curriculum. Drawing on interviews with 24 participants across four schools issues of geographic location, use of arts specialists, appropriate learning spaces and the stresses associated with mandated literacy and numeracy testing are reported as contextual pressures by this study. This paper details the disruptive interference of these contextual pressures that we describe as ‘noise’. The provision of a better understanding of this contextual landscape brings schools and teachers away from the ‘noise’ of disruption and closer to curriculum harmony.

A Qualitative Study on Community-Based Culture and Arts Education in School Based on Socially Engaged Art

본 연구는 지역연계 학교문화예술교육이 학교 안에서 예술교육을 활성화하고 학교문화예술교육의 지속 가능성을 개선할 수 있는 하나의 대안이 될 수 있음에 착안하여 사회참여미술을 중심으로 그 가능성을 탐구하는 데에 목적이 있다. 이를 위해 본 연구는 교사, 정책전문가, 실천가를 대상으로 집단심층인터뷰(FGI)를 진행하였고 분석 결과 다음과 같다. 첫째, 교육 주제 에 대하여 학생들의 관심과 흥미를 유발할 수 있도록 그들의 ‘관심사’에 주목하여야 한다. 둘째, 학생들이 수업 시간에 학교에 서 배우는 지식들이 자신의 일상과 밀접한 것임을 알게 하고, 진로와도 연결될 수 있다는 것을 깨달을 수 있도록 지역사회와 의 ‘공감’을 이끌 수 있는 장치 마련이 필요하다. 셋째, 학생들이 지역 구성원의 일원으로서 역할을 가지고 수업에 임할 수 있도록 수업 내 ‘활기’를 부여하기 위해 작지만 실제적인 경험할 수 있는 장을 마련하여야 한다. 넷째, 학생들이 단순 체험만 하지 않도록 명확한 수업 목표와 학습 개념을 설정해야 하며, 예술 전문가는 자신이 가진 주관을 주입시키지 않도록 교수자 로서 ‘절충’할 수 있는 역량을 갖추는 것이 중요하다. 본 연구를 통해 학교문화예술교육이 단순히 예술강사 지원의 차원을 넘어 지역사회와 학교 사이의 연결고리로서 그 역할이 확장될 수 있는 가능성을 논의하였다는 것에서 의의가 있다.

ArtApki w edukacji plastycznej uczniów w wieku wczesnoszkolnym

An important problem of the present is the preparation of young people to live among an increasing number of visual messages that come from the world of traditional and modern art and among visual messages from the media environment. In this situation, it is necessary to change early school art education from the traditional transfer of knowledge into educational settings through which students actively develop visual literacy. The artistic applications presented in the text, available on the websites of American museums, are one of the means leading to this goal. However, it should be emphasized that these applications should be a supplement rather than an alternative to school activities, and their selection and use must be carefully thought over.

A Study on Curriculum of High School Art Education in Taiwan

A Study on Curriculum of High School Art Education in Taiwan

Intensification of the education of public health, hygiene, and martial arts during the Japanese colonial period (1937-1945).

This study intended to examine the process of development and intensification of martial arts education in schools of Chosun as courses of health, hygiene, and physical education implemented by the Japanese colonial government that ruled Chosun during the period of ‘Second Sino-Japanese War’ from 1937 to 1945. During this period, the Japanese colonial government established the ‘Imperial Subjects’ Gymnastics,’ elaborated on the education of health and hygiene in order to lay the foundations for the strengthening of war potential, and intensified the theoretical education and practice of martial arts as an effective means therefore. The education of health, hygiene, and martial arts, implemented by the Japanese colonial power with the catchphrase of constructing robust body, was nothing but a means to construct and control the body of colonial people at its discretion. The thoughts of health, hygiene, and martial arts, which were presented to students, were rather intended for the cultivation of the subjects devoted to Japanese Empire than for the promotion of health and psychosomatic development of individuals. In particular, along with contemporary society fell into the turmoil of war, the amusable aspects of martial arts were lost in the education of martial arts and were replaced with the spirit of Japanese Samurai.

The Ideology and Implementation of Aesthetic Education in Junior High School of Semarang Municipality

Aesthetic education is an aspect of art education in schools whose implementation is very diverse. The diversity in the implementation is thought to be due to differences in the teacher’s ideology on aesthetic education. The teacher's perception of aesthetic education must be influenced by the ideology he/she embraces. Therefore, field research is needed to provide an explanation of the teacher’s ideology and the implementation of aesthetic education at school. Problems to be solved through this research were (1) how is the ideology and understanding of teacher’s art about aesthetic education and (2) how is the implementation of aesthetic education at school. This research utilized a qualitative approach with cultural ecology model. Data were collected by observation, interview, and documentation techniques. The target of this research was art and culture teachers of Junior High School in Semarang. The results showed that in carrying out the learning of art and culture all teachers refer to the school-based (KTSP) curriculum and the 2013 Curriculum. Almost all art and cultural teachers carry out the learning process in accordance with the guidelines of the curriculum although they still adjust to school conditions. According to the art and culture teachers, in fact, the substance of the two curricula is not very much different; both are based on students and learning strategies using a scientific approach. In addition to providing an aesthetic experience to students, art education is also very appropriate as a means of character education for the nation.