Art Education Program Research Articles

A Qualitative Case Study on the Process of Objective Formation in Art Education Partnership Focused on corporate-linked gifted art education program

A Qualitative Case Study on the Process of Objective Formation in Art Education Partnership Focused on corporate-linked gifted art education program

English

In the study, the effect of art education program given to gypsy children on children's creativity was examined. The study group of the study consisted of 51 gypsy children in the 5 to 6 years age group who show normal development and who attend private, official, independent kindergartens and kindergartens in primary schools under the Ministry of National Education in the DoAŸanlar district of Karatay county of Konya province. Art education program was applied to gypsy children for twelve weeks. When the creative skills scale pretest-posttest mean scores were examined, a significant difference was obtained in each of the drawing and categories sub-dimensions and home and school evaluation scales. There was no significant relationship between the creativity levels of the gypsy children and their post-test scores. A significant difference was found between the ages of the children and the creativity post-test scores. In line with this result, it was observed that the art education program applied to gypsy children has a positive effect on children's creativity. Key words: Creativity, art education, gypsy, children, preschool education.

The development and effects of early childhood art education program based on strategies to enhance creativity

The development and effects of early childhood art education program based on strategies to enhance creativity

Evaluation of social skills of visual arts teacher candidates according to personality traits

The aim of this research is to examine the social skills of visual arts teacher candidates according to their personality traits in terms of different variables. In the research, relational screening method was used in the descriptive survey model, which is a sub-pattern of quantitative research methods. The study group consists of 193 students (135 female, 58 male) studying in the first-year, second, third and fourth grade and above classes in Trabzon University Faculty of Fatih Education, Fine Arts Education Department, Arts and Crafts Education Program in the 2019-2020 academic year. Personal information form, international personality inventory and social skill inventory were used to collect the research data. SPSS 23.0 package program was used to analyze the obtained data. When the findings of the study regarding the relationships between the personality and social skill scores were analyzed, it was determined that there were significant relationships between the personality and social skill scores.
 
 Keywords: Art Education, Personality, Social Skills

Conceptualising Art Education as Environmental Activism in Preservice Teacher Education

AbstractThis article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of an environmental art education programme in a leading Canadian university. Findings support that preservice teachers experienced behavioural and attitudinal shifts towards sustainability after engaging in the processes of creating environmental art; involvement in the programme also provided opportunities for building community, engaging multiple domains of learning, modelling sustainable art‐making practices and prompting environmental activism. The results of this study inform a developing pedagogy for environmental art education in higher education settings.

Effect of Activity-Based Visual Arts Education Program on Social Skill Levels of Children in Need of Protection for 7-12 Age Groups

The aim of this research is to improve the social skills of children in need of protection for 7-12 age groups through visual arts education. In the study carried out within the framework of general purpose, the effect of the activity-based visual arts education program on the social skill levels of children in need of protection for 7-12 age groups is examined. Also, it was investigated whether there was a statistically significant difference regarding the social skill total scores of the children according to gender, parents' being alive, participation in any arts / sports activities and dominant hand use variable. For this purpose, 14 children between the ages of 7-12 who are staying in Uskudar Hasan Tan Nursery and Kucukyali Children's Houses Site of Turkey Republic Istanbul Governorship constitute the working group. Personal Information Form, Social Skill Assessment Scale (7-12 Age), Visual Arts Education Program were used as data collection tools. According to the findings obtained in the study, it was observed that the study group significantly predicted between the pre-test and post-test scores in favor of the post-test. Within the framework of the personal information form, it was observed that the study group was significantly predicted in favor of the post-test according to parents being alive variable, parental survival variable, participation in any arts / sports activities variable, dominant hand use variable. The findings obtained in the study were discussed in the light of the literature review and some suggestions for future research are presented.

The Effect of a Combined Arts Education Program Combining Choral and Respiratory Training on the Respiratory Function, Stress, and Quality of Life in University Students

The Effect of a Combined Arts Education Program Combining Choral and Respiratory Training on the Respiratory Function, Stress, and Quality of Life in University Students

Social emotional learning and the national core arts standards: a cross-disciplinary analysis of policy and practices

Arts education advocates sometimes point to extrinsic benefits of arts learning, including Social Emotional Learning (SEL). This study considers if and how the National Core Arts Standards (NCAS) in dance, media arts, music, theater, and visual art may align with SEL standards adopted by the state of Illinois, upon which other SEL standards have been modeled. A team of arts education experts coded 15,500 intersections of arts standards & SEL goals. They found a great deal of indirect alignment between the NCAS and SEL objectives, but direct alignment was rare. As the types and degrees of alignment varied by discipline, broad discussions of “arts education” that assume similar types of SEL happens in similar ways in all arts disciplines are problematic. Given the generally indirect alignment of the NCAS and SEL goals, the authors recommend that educators who wish to pursue both arts learning and SEL goals engage in conscious planning to ensure both types of learning occur. From a theoretical, standards-based perspective it seems unlikely that SEL will automatically take place in arts learning scenarios without deliberate planning. While recognizing the potential for deliberately structured lessons to promote both arts learning and SEL, the authors caution against advocating for arts education programs primarily on the basis of presumed extrinsic benefits such as SEL.

Understanding the Relationship Between Research and Practice: A National Survey of Visual Art Educators

Abstract What influences K–12 educators to change practice? How does research inform these changes? What can the field of visual art education glean about research from a K–12 perspective? This paper describes the findings of the survey completed by members of the National Art Education Association (NAEA) conducted in 2015. Following the survey, we focused on how the 440 K–12 visual art educators in the study understand, use, and conduct research. Using a grounded theory approach, we interpreted the responses to the question: “What changes have you made to your professional practice on the basis of your research or the results of others?” Change is defined by how educators enrich and expand their practice using research. For this study, we defined research broadly, from reading scholarly literature in the field, conducting research studies in their educational settings, or how professional learning experiences/degrees enrich or strengthen their practice. Findings from this survey suggest that K–12 visual art teachers use research to change their professional practice in the areas of curriculum, pedagogy, student-centered approaches, and assessment. As authors, we suggest providing professional learning around research in the field of art education and the value of collaboration between K–12 educators and those working in pre-service/graduate art education programs.

A Study on the Art Education Program Based on Cultural Diversity: Focused on the Case of National Museum of Modern and Contemporary Art, Korea

본 연구는 2010년 발표된 <서울어젠다: 예술교육 발전목표>를 기반으로 한 문화예술교육의 사회적 가치 확산의 흐름을 파악하고 앞으로의 방향성을 제시하였다. 문화예술교육 맥락에서 문화다양성은 중요한 의제로서, 국립현대 미술관 문화다양성 프로그램 사례를 분석함으로써 문화예술교육의 사회적 역할에 대한 논의를 이어가고자 한다. 선행연구 조사를 통해 문화다양성 교육의 핵심가치 관점에서 국립현대 미술관 문화다양성 미술관교육프로그램의 내용 분석 후 시사점을 도출하였다. 연구결과를 요약하면 다음과 같다. 2017년부터 국립현대미술관 서울관에서 운영된 문화 다양성 교육프로그램 <어떤 시선>은 주제 중심 접근을 통한 문화다양성의 이해와 증진, 협동학습을 통한 공동체 의식 함양을 목표로 하고 있다. 김영천(2012)의 연구결과에 따른 문화다양성 교육 핵심가치를 토대로 2017-2019년까지 총 80회 운영된 교육프로그램 <어떤 시선>의 내용을 분석한 결과 포용, 대화, 시민성, 공존, 인권, 차이, 평등, 협력, 연대 9가지 문화다양성 교육 핵심가치를 중심으로 운영되었음이 분석되었다. 문화적 포용력을 증진시키는 공간으로서 미술관은 문화다양성에 대한 가치가 실현되는 곳이므로 문화다양성과 문화예술교육을 아우르는 공간으로서 중요한 의미를 지닌다. 포용, 대화, 시민성, 공존, 인권, 차이, 평등, 협력, 연대의 방향성을 미술관교육에 담고 있었으며 우리 사회 내 다양한 집단, 공동체의 관점으로 문화다양성과 문화예술교육의 논의가 확장됨을 파악할 수 있었다.In this study, the <Seoul Agenda: Art Education Development Goal> announced in 2010 was used to identify the flow of social value expansion on the culture and art education and to provide the future direction. In the context of culture and art education, cultural diversity is an important agenda, and thus the case of cultural diversity program by the National Museum of Contemporary Art was analyzed to discuss the social role of culture and art education. To summarize the findings, it is a program of promoting understanding on the diversity of art in the same period and various identifies of the members of our society through the exhibition of &#171;Artist of the Year&#187;, and it is a program on cultural diversity of understanding the diversity and identity of various members in our society through the contemporary artwork. Through theme-based approach, education on cultural diversity and cooperative learning were applied to develop the sense of community. Based on the core values of education on cultural diversity, the contents of the education program on <Some Perspectives> performed total of 80 times on 14 programs in 2017-2019 were analyzed. As a result, the analysis showed 9 core values, and the core values of education on cultural diversity derived through the content analysis of the education program on <A Perspective> were ① Engagement, ② Conversation, ③ Citizenship, ④ Coexistence, ⑤ Human Rights, ⑥ Difference, ⑦ Equality, ⑧ Cooperation, ⑨ Solidarity. As the space enhancing the cultural engagement, the art museum is a place for realizing the value on cultural diversity, so it has significance as the space that embraces both cultural diversity and culture and art education. In this sense, it was identified that the discussion on the cultural diversity and culture and art education was being expanded into the perspective of various groups and communities in our society through the core values of engagement, conversation, citizenship, coexistence, human rights, difference, equality, cooperation, solidarity and direction, which were provided by the analysis of the contents on the art museum education program on cultural diversity in the National Museum of Contemporary Art.

Estrategias de consolidación de la paz en sociedades en conflicto a través de la educación artística: Chipre

The purpose of this study is to include the evaluation of teacher opinions concerning the acquisition of peace culture by students through art education programs applied in Northern and Southern Cyprus. The study is patterned according to qualitative research method and is performed with focus group interview. The research included 10 secondary school (K12) 7th grade visual arts course teachers in total form both Northern Cypriot Turkish community (n=5) and Southern Cypriot Greek community (n=5). In the study, semi-structured interview form was used in obtaining the opinions of teachers. Teachers stated that they believed that acquisition of peace culture awareness by students through art education which would result in individual and social peace. They also displayed that families had a very important role to play in the popularization of peace culture through art education and that school administration and ministries were determinant in this respect. In addition, teachers added that in both communities education institutions did not play their part adequately in the popularization of peace culture in education.

Development and Validation of the ‘Dancing Artist’ Sensory Integrated Dance Arts Education Program for Improving Motor Performance of Children with Developmental Disabilities

Development and Validation of the ‘Dancing Artist’ Sensory Integrated Dance Arts Education Program for Improving Motor Performance of Children with Developmental Disabilities

SENI LUKIS MIXEDMEDIA: Karya Mahasiswa Program Studi Pendidikan Seni Rupa Fakultas Seni dan Desain Universitas Negeri Makassar

This research is qualitative descriptive research aimed to describe: (1) strategy used by lecturers in developing creative imagination of students of Art Education Study Program of Faculty of Arts and Design of Universitas Negeri Makassar through Development of Mixedmedia painting; (2) understanding of students in realizing mixed media painting. Population and sample in this research were all works made by students participating in the painting III courses in Art Education Program in the odd semester of the academic year 2015/2016. The object in this research was the work result of student experimentation in the task of Artist III course, there were 40 works to be analyzed. The technique of data collection was done through observation using observation format, documentation of work, and limited interview. The collected data was analyzed by descriptive-qualitative analysis technique. The results showed that: (1) the students' creative imagination can be fostered through gradually mixed media painting tasks; (2) generally, the students of Art Painting III have a good understanding of creating mixed painting with media utilizing various mixed materials.

Engaging in Materiality

In the training of art and design educators, we must not overlook modes of engagement that can build capacities for connecting theory to practice through creative research and connections to the physical materiality of art. Whether online or on-the-ground learning, artist-teachers must not disconnect from the power of engagement with and the materiality of art. This paper places a focus on ways that teacher training programs can anticipate and activate attitudes of new materialism and design thinking, providing a much-needed anchor in the digital age. With a contemplative view of art practice as research, projects in an art and design education program elevate opportunities for exchanging understanding, promoting dialogue, and approaching learning and research as relationship. Intentionality in the ways that the practice of teaching itself is also materiality, as a living practice, along with the training teachers as designers and facilitators of cultures of making, thinking, and learning are discussed.

PLASTIC VISION FOR TEACHING METAL WORKS

The contemporary art education programs are specially designed to cope with the rapid educational and technological changes in the developed societies. Therefore, they have been able to cope with this educational change by providing them with the skills and techniques that will help to perform more sophisticated artistic works. Metal works are one of the applied fields of art education, which aims to contribute with other fields of art education in the preparation of the intellectual student who is creative behaviour, and this necessarily requires the continuation of training and self-discovery methods of formation necessary for the production of art to have a balance of experience and knowledge and aesthetic vision that Aims to increase the level of intellectual and plastic performance as well as prepare it to face the labour market.

A Study on the Effect of Empathy Ability Enhancement in School Violence Prevention Arts Education Program, 'School of Musical'

A Study on the Effect of Empathy Ability Enhancement in School Violence Prevention Arts Education Program, 'School of Musical'

The Future of Field Experiences in Distance Education:

In an attempt to be more culturally responsive to the needs of its students, universities across the country are leveraging technologies to make their campuses more readily available to a broader student audience. Yet, with the proliferation of online teacher preparation programs, difficulties arise in providing preservice teachers with quality field experiences. This case study examines how telepresence robotic technology was used to facilitate a field experience that would otherwise have been prohibitive in a master of arts in teaching program. While a substantial body of literature examines the use of virtual environments and technologies in educating hard-to-reach populations, little research has been done in how telepresence technologies may effectively bridge the access gap for preservice teachers who are place-bound geographically. The findings from this study suggest that, when coupled with the implementation of effective co-teaching practices, telepresence technology can facilitate meaningful field experiences in real time, for place-bound preservice teachers without local K-12 institutions to host their field experiences.

The M135 E’telier: Addressing the Needs of Nonart Majors in Secondary and Postsecondary Art Education Programs

This article describes secondary- and postsecondary-level students who might not be seriously interested in art but are required to take an introductory studio art course to fulfill a graduation requirement and those who enjoy artmaking as a pleasurable and socially engaging activity but are not enrolled in formal studio art courses. In the late 1960s, Guy Hubbard designed M135: Self Instruction in Art at Indiana University to address the needs of these diverse populations of students. The course became a foundational model for today’s M135 e’telier, which aims to meet the needs of ambivalent and leisure-time art learners. The e’telier provides an opportunity for students, whose skills and interests may range widely, to join together for support and mutual appreciation of one another’s artistic endeavors. Objectives, strategies, and outcomes of teaching and learning in the e’telier are described, with implications for contemporary art education in traditional and online contexts.

HLAP의 상상력, 의사소통능력, 자아탄력성 개념을 적용한 예술 교육 프로그램 개발

HLAP의 상상력, 의사소통능력, 자아탄력성 개념을 적용한 예술 교육 프로그램 개발

Interaction-Oriented Art Education Program Based on Famous Painting Influence on Children's Picture Listening Ability

본 연구는 명화감상을 매개로 한 상호작용중심의 예술교육프로그램이 유아의 그림감상능력에 미치는 영향을 살펴보고자 하였다. 이를 위하여 D시에 위치한 S어린이집 만5세 유아를 대상으로 실험집단15명, 통제집단 15명으로 하여 주2회씩 6주간 총 12회의 명화감상을 통한 상호작용중심 예술교육활동을 실시하였다. 상호작용중심의 예술교육활동이 유아의 그림감상능력에 통제집단과 실험집단 간의 차이가 있는지를 검증하기 위하여 SPSS 19.0 프로그램을 활용하여 독립대응 표본 검증을 통해 효과를 분석하였다. 본 연구의 결과는 그림감상능력에서 통계적으로 유의미한 차이를 보였다. 이러한 결과를 토대로 명화감상을 매개로 상호작용중심의 예술교육활동이 유아교육에 주는 시사점을 논의하였다.The purpose of this study was to examine the effects of interaction-oriented arts education activities on children s painting appreciation ability. For this purpose, two classes of children aged 5 and 5 in D city were composed of 15 experimental groups and 15 control groups, respectively. In order to verify whether the interaction-oriented arts education activities differed between the control group and the experimental group in the children s picturerecognition ability, the effect was analyzed through the independent response sample verification using the SPSS 19.0 program. As a result of the study, the infants in the experimental group showed statistically significant difference in picture listening ability than those in the control group. On the basis of these results, the implications of interaction-oriented arts education activities for early chlidhood education were discussed.