Art Teacher Education Research Articles

Communication in art Education

The aim of this research is to find approaches between the communicative process and the teaching of art education. Postgraduate/Masters studies for the academic year 2022-2023.In the light of this tool, the researcher reached a number of results, most notably: The art education teacher performs his communicative role correctly, as well as his ability to use verbal and non-verbal expressions and positive reinforcement clearly for the benefit of his students, and stimulates the largest number of their senses

Appropriation Method in Visual Art Teacher Education Painting Art Studio Course

This research is a case study aiming to reveal the experiences of art students towards the activity of “reproduction through appropriation”. During the activity process, students were firstly informed about appropriation and the art of appropriation, especially the works in which two works of art were appropriated by integrating them, and each student was asked to identify two works of art to be appropriated. Students made sketches by establishing relational links between the two works they chose. In the last stage, students were expected to make a new artistic production. In this research, which was conducted with the participation of 8 students attending the art studio course, the experiences of the students regarding the process formed the unit of analysis. Worksheets, process evaluation form and artworks were used as data sources. As a result of the research, it was identified that the students were able to produce thoughts about the concepts emerging with appropriation and appropriation art and question this art practice. The students made an effort to integrate the artistic elements in the two works they used for appropriation in an appropriate way and to create the best visual fiction, and they were able to bring a new interpretation by making use of the artists’ application of the paint technique and their understanding of colour in the appropriated works. They also realised that the artwork they produced was only a tool to force themselves into the artistic creation process and to gain artistic knowledge and skills. In other words, they developed an awareness of the limits of utilising the works in the history of art to ensure originality in their future arworks. It is possible to say that making use of the appropriation method in art studio courses will contribute to the artistic development of students.

The nuances of art teaching: transversal themes and interdisciplinarity

The article problematizes the relationship between art teacher education and cross-cutting themes and their implication in professional practice. It aims to clarify concepts and crossings, seeking to explain how to use these approaches without, however, extrapolating other disciplinary fields. For this, it brings some considerations about the History of education, the official curricula and the practical application of it. It presents the relations of the practice of teaching Art in events that take place on the school floor, which led to questioning how Art fits into these events, what is its function. Theoretically, it is based on: Barbosa, Tourinho, Coutinho, Richter, who present concerns in art teaching in contemporary Brazil; Buoro, Ferraz and Fusari, who bring their experiences at school, explaining reality and prejudices; Lowenfeld, the importance of teaching art to children; federal and state legislation on education and the Arts. The methodology adopted was bibliographical and documentary research, of a qualitative nature. The results pointed to the need for a better definition of the disciplinary fields as well as curriculum updating.

The Role of Art Education Teachers in Developing Arts-based Environmental Education among Elementary School Students in Najran Region

Arts-based environmental education is a form of learning that aims to develop environmental understanding and responsibility in learners. The student becomes more receptive to the perceptions and observations of the sense of the environment and the use of artistic methods to express personal environmental experiences and ideas. Technical experiences improve the student's ability to know and understand the high value of learning about the environment and how to preserve it and its natural and innate wealth and resources. Therefore, this study aimed to identify the role of Art Education teachers in developing environmental education based on arts among elementary school students, and the differences in their responses according to gender, years of experience, and educational qualification. In this study, the descriptive survey method was followed; an electronic questionnaire was applied to a sample of (119) male and female teachers of Art Education in governmental elementary schools in Najran region in the south of the Kingdom of Saudi Arabia. Means, standard deviations, and t-tests for independent samples were used to draw the results. The study concluded that the means for the domains of the study tool ranged between (2.78-3.03), with a mean level. The domain of implementation came in the first place, followed by evaluation in the second place, and then planning in the third place. The mean of the role of Art Education teachers in developing environmental education based on arts among elementary school students as a whole was (2.93), at an average level. The results also showed statistically significant differences in the responses of the study sample about the role of Art Education teachers in developing environmental education based on arts among elementary school students, due to the effect of the years of experience; the results came in favor of the category ten years or more. In addition, the educational qualification variable impacted the participants’ responses, which were in favor of the higher studies category. However, there were no statistically significant differences due to the gender variable. The study recommended the need to improve the mean level shown by the study results concerning the level of the role of Art Education teachers in developing environmental education based on arts among elementary school students. The improvement is based on the adoption by those in charge of educational policies in the Ministry of Education of a strategic plan to raise the level of competence and competence of Art Education teachers in the elementary stage. As a result, teachers can activate teaching practices (planning, implementation, and evaluation) to employ environmental issues in producing and designing artistic and creative works that enhance the value of students' love for the environment and attitudes toward preserving it.

Exploring the Influence of Art Teachers' Core Quality Improvement on Students' Learning Motivation and Educational Policy: Empirical Evidence based on Chinese Universities

This study aims to investigate the influence of art teacher core quality improvement on student learning motivation and education policy in Chinese universities. The study also explores the moderating roles of classroom well-being and research-derived knowledge in these relationships. Data was collected through a closed-ended questionnaire from 376 art teachers in Chinese universities using simple random sampling. The findings of the study reveal that art teacher core quality improvement has a significant impact on both student learning motivation and education policy in Chinese universities. Therefore, this study provides evidence for the importance of investing in art teacher core quality improvement to enhance student motivation and shape education policies in Chinese universities. Moreover, the study reveals that classroom well-being moderates the relationship between art teacher core quality improvement and student learning motivation. This implies that creating a positive and supportive learning environment is critical to improve students' motivation. Furthermore, the study shows that research-derived knowledge moderates the relationship between art teacher core quality improvement and education policy. This suggests that teachers who have research-derived knowledge are more likely to implement effective education policies. In conclusion, this study provides valuable insights for art teachers and policymakers to improve student learning motivation and education policy in Chinese universities. However, the study's limitations include the fact that data was collected only from art teachers, and future studies should consider collecting data from other disciplines.

Integrating Technology in English Language Arts Teacher Education A Book Review

Integrating Technology in English Language Arts Teacher Education examines the significant challenges in English education when classroom teachers seek to incorporate technology into the English/ELA classroom. 

Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning difficulties and its relationship to professional development

ABSTRACT Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia (57 special education teachers and 85 visual art teachers), we investigated how they collaborate when working with pupils with severe specific learning difficulties and how this collaboration relates to their professional development. The online questionnaire survey found that most participating professionals felt that collaboration was necessary, and 25% had not yet collaborated. Those who have collaborated most often consult informally in hallways and work as a team in expert groups for individualised programmes. The most common team teaching approach is for the visual arts teacher to lead the art class and the special education teacher to assist the teacher by providing support to the pupils with and without learning difficulties. They also see many benefits for the pupils and themselves in this type of collaboration and follow the desirable - positive - side of the S model of professional development. An analysis of the situation in practise can form the basis for recommendations on how to promote professional development in collaboration between these pedagogical professionals.

Analysis of Habituation in Implementing the Merdeka Belajar Curriculum in Art Education in Schools

The implementation of the Merdeka Curriculum in art education presents its own challenges. Therefore, good habituation from teachers, schools, and students is needed, as well as preparedness and awareness in understanding and interpreting the implementation of the Merdeka curriculum in a student-focused learning process. The aim of this research is to raise teachers' awareness of the importance of understanding and implementing the Merdeka Curriculum with differentiated learning to support the development of students' character. A qualitative method was used with interviews, observations, and literature study documentation to collect data from leading schools, leading teachers, and learning committee supervisors. Data analysis was conducted to extract themes relevant to the habituation of implementing the Merdeka Belajar Curriculum in art education to improve active, independent, and creative learning, as well as improving the quality of human resources (HR) with facility infrastructure in schools. The research results are expected to contribute to optimizing the implementation of the Merdeka curriculum in schools for the development of innovative and creative art education teachers who liberate students, as well as improving students' abilities in the field of art to support the profile of Pancasila students.

Integrating Technology in English Language Arts Teacher Education by Donna L. Pasternak

<i>Integrating Technology in English Language Arts Teacher Education</i> by Donna L. Pasternak

Research on “Practice Market” Oriented Art Education Teaching System--Visual Communication Design as an Example

With the rapid development of the market economy, higher education institutions are facing new challenges in meeting the demands for innovative and entrepreneurial abilities of higher art talents. This paper focuses on visual communication design, which requires not only the basic theoretical quality of art majors but also practical skills to meet social and market needs. Through an analysis of the current situation of visual communication design specialty, this paper identifies existing problems in teaching and proposes measures to optimize and solve these problems. By doing so, this paper aims to better strengthen the training of students majoring in visual communication design. The proposed measures include incorporating industry projects into the curriculum, enhancing practical training, and encouraging interdisciplinary collaborations. It is hoped that these measures will improve the quality of teaching and ultimately produce graduates who possess both theoretical knowledge and practical skills needed for the industry.

Managing cognitive dissonance in art teacher education

ABSTRACT This paper presents autoethnographic strategies to manage cognitive dissonance in art teacher education. Dissonance, as a conflict in beliefs and actions, is discussed in educational research but not commonly in art education. By exposing the autoethnographic voices of three academic artist teachers based in the United Kingdom and Singapore, including that of one author, this paper identifies the constitution and location of cognitive dissonance in art education. Autoethnographic images and excerpts help reveal personal accounts of cognition whilst positioning dissonance in practice. Contributors to dissonance like belief and concept conflicts, demonstrative challenges and power relationships are also exposed. This paper recommends that educational stakeholders, such as education ministries, teacher education departments and school leadership teams collaborate to acknowledge, accept and begin to manage dissonance in art teacher education.

Participatory Action Research to Develop the Art Education Teaching and Learning Management for Student Teachers to Have Multicultural Competence

This research was a participatory action research which aimed to develop and study the results of art education teaching and learning management for student teachers to have multicultural competence according to Gay’s (2001) culturally relevant pedagogy with the content integration of Bank and Bank’s (2005) concept. The sample in this research consisted of the stakeholders involved in the research process including lecturers in the course, the head of the Art education program, the head of the Fine and Applied Arts department of the university, Heads of art departments in schools, mentors in schools where students practiced their teaching experience, and alumni who were art teachers in schools. The sample group was selected using purposive sampling method. The research instruments were a semi-structured interview, observations, focus group discussion record forms, and a questionnaire. The qualitative data were analyzed based on content analysis, whereas the quantitative data were statistically analyzed for percentage, mean, and standard deviation. The findings showed that 1. all stakeholder groups participating in the participatory action research process had positive views and positive experiences toward the cultural diversity. They viewed the cultural diversity that students brought to the classroom as a great opportunity for teaching and learning management. Moreover, teaching art education played a great role in promoting understanding, acceptance and respect for cultural differences. The stakeholders believed that the culturally relevant pedagogy should be integrated with the Art Instruction 2 course. The integration should be applied for some related topics in order not to reduce the contents of the original course and new contents could be added in some topics as appropriate. In this regard, the lecturers applied the guideline of teaching and learning management to experiment with students and involved stakeholders, supervised and followed up operations to achieve goals. 2. The results of teaching and learning management after studying had changed in all aspects at a high level. The knowledge aspect had the greatest change, with mean of 3.78, standard deviation of 0.78, and mean difference of 0.59; followed by the skill aspect with mean of 3.85, standard deviation of 0.78, and mean difference of 0.57. There was the least change in the attitude aspect reflecting that students still lacked knowledge and skills in teaching and learning management according to the aforementioned concept. However, students had better knowledge and skills after studying. Furthermore, instructors and student teachers had an understanding of multicultural learners, and a positive attitude towards the diversity of learners. They had to be careful with their speeches, minds and behaviors that could be sensitive to the feeling of the learners; thus, this did not cause bias against each other and they could live together peacefully. In addition, student teachers were able to manage the art teaching and learning in various schools that corresponded to the cultural diversity of the learners.

Language Learning Strategies and Learning Styles Among BSED Students of SJCBI

This study aimed to identify the learning styles and learning strategies among students under the Bachelor of Secondary Education major in English Program, College of Arts and Sciences and Teacher Education, Saint Joseph’s College of Baggao Inc. Descriptive research design was used in the study. Data from the 155 participants were gathered using the Perceptual Learning Styles Preference Questionnaire (PLSPQ) by Reid (1984) and the Strategy Inventory Language Learning (SILL) by Oxford (1990). Frequency, percentages, mean score, standard deviation, and Pearson Correlation were used in analyzing the data. Findings of the study showed that most of the participants are fourth year students, speak Ilocano and females. They studied in a public secondary school. It also showed that most of the participants used indirect strategies which include metacognition, being the most used strategy, followed by social and affective strategies. Furthermore, auditory learning is typically preferred, followed by kinesthetic and visual learning. Additionally, analysis shows a substantial correlation between the respondents’ profile factors and their language learning approaches and learning preferences. The study concludes that rather than requiring the cerebral processing of language learning, the participants promote language learning through focusing, planning, evaluating, seeking opportunities, reducing fear, boosting cooperation, and developing empathy. The students’ language learning methods and learning preferences are unaffected by the participant profiles.

Modeling authentic multivariate assessment in art and design teacher education curriculum

Assessment is a critical construct in programing and instruction. It is one of the means of accountability that is conceived within the broader context of authentic performance. This paper discusses assessment strategies that are being used in art and design teacher education programmes amid ongoing curricula reforms in teachers' colleges in Zimbabwe. Findings reveal that colleges are using diverse assessment strategies to index student performance. These include critique of student exhibitions, portfolio assessment, pre-issue examinations, and controlled examinations, all of which are operationalised within an internal and external moderation framework and dialogical engagement among stakeholders. The study proposes the inclusion of candidate interviews and deliberate student self-assessment as part of a comprehensive art programme to enhance the development of higher-order cognitive and metacognitive skills that are critical in enhancing aesthetic judgment and performative art.

Research on the creative function of college art education teaching

Research on the creative function of college art education teaching

평생교육 교수자로서의 문화예술교육사

The purpose of this study is to analyze research trends on the art and culture education instructor system through systematic literature review and to explore the role of art and culture education instructor as lifelong education instructor. To this end, researchers summarized and analyzed the discussions on the system of art and culture education instructors and discussed the role of culture and arts education history from a lifelong education perspective, and find implications for the development of the culture and arts education history system. Researchers selected 59 papers out of 131 research papers from 2012, a year before the system was implemented, to 2022 and analyzed focusing on the research methods, topics, research purposes and discussed the role of culture and arts education teachers as lifelong education instructors.

The Reality of School Theater Activities in Basic Education Schools in The City of Erbil and Ways to Develop it From The Viewpoint of Teachers and Specialized Supervisors

The aim of the research is to reveal the reality of school theater activities in basic education schools in the city of Erbil and ways to develop it from the point of view of art education teachers, and specialized supervisors. The descriptive-analytical approach was followed as a research methodology according to the nature of its subject and objectives. The research community consisted of (370) teacher of the art education, and (16) specialized supervisors in the city center of Erbil, and the research sample included (74) teacher of the art education and (9) supervisors, who were deliberately chosen from the research community according to their field of specialization. The research tool consisted of two questionnaires, one of which was open to reveal the reality of the school theater activities, and the other was closed. It included (27) items as a problems and (36) items as a suggestions for developing activities. Its apparent validity and reliability were extracted by re-application, and after applying the two questionnaires in their final form at the original research sample. The data were statistically processed using the weighted mean equation and the percentile weight, and from most prominent results of the research as a problems are the following:&#x0D; 1- Looking at the subject of art education and its theatrical activities at a lower level compared to the rest of the study subjects prescribed by the rest of the teaching staff in basic education schools, as well as the students’ families and society in general.&#x0D; 2- Weak interest in art education and school theater activities from the responsible and relevant authorities in the Ministry of Education and the General Directorate of Education in Erbil Governorate.&#x0D; 3- Weak interest in School Theater activities by the administrations in basic education schools in Erbil city.&#x0D; Among the most prominent suggestions to development the theatrical activities at schools are the following:&#x0D; A- Establishing or providing suitable halls for artistic activities, including school theater activities and their requirements in basic education schools in the city of Erbil.&#x0D; B- Allocating appropriate and sufficient lessons for the art of School Theater and its activities within the lessonss of art education subject prescribed in basic education schools.&#x0D; The research ended with a set of conclusions, recommendations and suggestions as a titles of other researchs.

Teacher perspectives on an arts initiative in schools:‘Filling the pail or lighting the fire?’

Arts organisations partnering with schools have gained increased popularity as a means of delivering arts education. In the main, this has meant artists and companies offering pre-determined workshops. Although these involvements have been found to be useful, a gap in how these initiatives can enhance the teaching of arts education still exists. Therefore, this paper explores primary teachers' perspectives, regarding whether an Irish arts initiative - The Creative Schools Initiative-Scoileanna Íldánacha (CS) - impacted their teaching of arts education. A multi-site case study, this research was conducted in a purposive sample of eight Irish primary schools who had participated in the initiative. Using online surveys, both quantitative and qualitative data was collected from 50 primary teachers. Key findings indicated that, although teachers engaged positively with the initiative, it only had a limited impact on teachers’ confidence regarding teaching arts education. Consequently, strong reiterations for professional development were emphasised throughout. Bearing this in mind, this study could contribute to further development of arts initiatives such as the CS, ensuring they have a lasting, sustainable impact on the teaching of arts education in primary schools.

The Role of Influencing Factors on Brand Equity and Firm Performance with Innovation Culture as a Moderator: A Study on Art Education Firms in China

Presently, particularly in China, the market for art education is still in the growth stage of industrial development. Nevertheless, there is a huge number of art education businesses competing for a share of China’s art education industry, which is of a very modest size. Given the evolution of the economy and innovative culture, it is of the utmost necessity to comprehend both brand equity and corporate success in the present day. This study explored the relationship between brand equity and company performance under the adjustment of innovation culture using Chinese art education businesses as the baseline study. The present study examined the relationship between the five components of brand equity that are primarily comprised of brand awareness, brand association, perceived quality, brand loyalty, brand relevance, and brand equity with the moderating impact of innovation culture. A total of 300 respondents, including art education firm managers, teachers, and other key employees, participated in the survey and WarpPLS 8.0 was used to evaluate the proposed model. Subsequently, the statistical findings revealed a significant positive relationship between the brand equity components (i.e., perceived quality and brand relevance) and a firm’s performance, while a firm’s innovation culture was discovered to moderate the said relationship. The implications of these findings are further discussed.

The impact of the reflective teaching model on developing the skills of the university art education teacher

استهدف البحث إلى تصميم وحدة تدريبية لإتقان أداء المهارات الفنية للمعلم الجامعي . لبيان فاعلية الوحدة يقوم المعلم الجامعي بممارسة للتطبيق العملي باستعمال اسلوب التدريس التأملي . تكونت عينة البحث من (28) مشاركاً في دورة تأهيلية لطرائق التدريس من الخريجي الجامعيين بصفة معلم جامعي تم اخضاعهم إلى برنامج تدريبي استمر لمدة اسبوعان تخلل ممارسات تدريبية قدمها المشاركون من خلال اسلوب التدريس التأملي . استخدمت وسائل إحصائية في معالجة النتائج منها الاختبار التائي ، معادلة كوبر. وظهرت النتائج تفوق المجموعة التجريبية في الاختبار البعدي . وذلك لما قدم من محاضرات تدريبية سهلت على المشاركين أتقان الأداء المهاري للممارسات التدريبية باستعمال التدريس التأملي .