Art Educators Research Articles

Walking with Water: (Re)Making Pedagogical Relations through Walking and Artmaking

This paper unfolds the artful and pedagogical potentials of engaging in a simultaneous practice of walking and artmaking in different locations, along bodies of water, and together-apart. Through introducing the term co-living inquiry as a thread between action research and a/r/tography, we suggest how the notion of walking with as both action and metaphor has provided conditions for us to explore ways of (re)making relations among our walking bodies, the places we walk in, and our works of art as a collective effort to create a learning community of artists and art educators together apart.

A personal perspective on pedagogical structures and strategies that uphold Indigenous ways of knowing

This article gives a brief background of where I come from and how my experiences in Africa and North America have framed the ‘philosophy of teaching’ that defines me as a visual art educator. I reflect on the postcolonial concept of ‘decolonization’ as a means to identifying possible pedagogical alternatives of practice. Acknowledging that my knowledge embraces both ‘western’ and ‘Indigenous’ ways of knowing, poses a question for me as an art educator about ways to design and implement pedagogies that embrace contextualized experiences in order to achieve meaningful learning within formal education. I conclude by stating that nothing will effect change within Uganda’s education sector, particularly in reference to visual art education and practice, without educators having a firmer grasp of their scholarly standpoint on knowledge and learning. Development of concrete ways of bringing together diverse ontological, epistemological and axiological positions of western and Indigenous knowledge systems as well as art pedagogies to facilitate learning, will require educators to develop structures and strategies that progress from the bottom up in order to benefit from the values, beliefs and ways of knowing within diverse local communities.

Future music and art educators' professional development: theoretical and technological issues

The focus of the article is on how to better prepare aspiring music and art teachers for teaching inclusively to young children, which is the real challenge facing current art education. Its objective is to provide the findings of theoretical research into the therapeutic and developmental benefits of music, as well as to offer technology support for future music art instructors' professional development in support of inclusive education for kids. The study's central idea was defined as "professional training of future music and art teachers for inclusive education," which is seen as an educational process intended to ensure students' readiness to provide a system of educational services to people with special educational needs in their future professional activity. This involves mastering one's inclusively oriented musical and pedagogical knowledge, skills, and personal qualities. The results of the most recent research in the fields of art and music-pedagogical theory regarding the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used to improve the professional training of future music art teachers for children's inclusive learning; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated. The innovative content of children's instruction, which consists of a specially chosen vocal repertoire, lesson and extracurricular forms of training, and particular teaching methods for students with special educational needs are all part of the developmentally and correctively oriented singing training techniques.

Better in Pictures

Better in Pictures

Symmetry — Collision of Arts and Sciences for a New Dimension

Creative Arts Educ Ther (2021) 7(1):46–58 DOI: 10.15212/CAET/2021/7/3 Symmetry — Collision of Arts and Sciences for a New Dimension 对称 — 艺术与科学碰撞的新维度 Abstract A dialogue concerning the arts and sciences was prompted among the panelists of an international webinar in November 2020, which featured Symmetry — a dance-opera film shot inside CERN, the largest experimental particle physics facility in the world. With the cathedral-like majesty of the Large Hadron Collider as his theater, a modern physicist searches for the smallest primordial particle and discovers a love without end. The panelists, which included the film’s writer and director, Ruben Van Leer, as well as other art directors, a dance choreographer, biomedical scientist, and art educator, shared their reflections from different perspectives on how the collision of arts and sciences can help us explore and expand a new dimension for a better understanding of human beings and nature, and the relationship between the two. The article ends with “A Systems View” of the living systems and art of Fritjof Capra, which reinforces the perspective of human-nature integration. Keywords: Symmetry, dance-opera, arts and sciences, human beings and nature, Systems View 摘要 2020年11月的一次国际在线研讨会引发了客座嘉宾针对艺术与科学之间的 对话。该研讨会的主题是"对称"一部在欧洲核子研究中心（CERN）—世界上最大的实验性粒子物理学设施内拍摄的舞蹈歌剧电影。以大型强子对撞机的大教堂般的威严为舞台，一位现代物理学家寻找最小的原始粒子，并发现了一段没有尽头的爱情。包括电影制作人及导演 Ruben Van Leer 在内的艺术总监、舞蹈编导、生物医学家、艺术教育者等嘉宾成员从不同的角度分享了他们的思考，探讨了艺术与科学的碰撞如何帮助我们探索和拓展一个新的维度，更好地理解人类与自然，以及他们之间的关系。文章最后以著 名物理学家Fritjof Capra 教授关于生命系统的“系统观”结束，强调了天人合一的观点。

Application of Alum Fixator for Eco Print Batik Making Using a Pounding Technique in Fine Arts Learning in Junior High School

Art learning activities in schools are learning that must be done in practice, but currently many art educators do not provide maximum learning for students, and free students to be creative without giving directions. So that in this study it is hoped that students can understand the importance of art practice to develop students' creativity and explore the potential in students. In addition, this study aims to provide insight to junior high school students to understand that the application of an alum fixator in the process of making eco print batik can provide a new experience in the practice of fine arts at school. The method used is using quantitative methods by making 2 sessions of distributing questions, namely pretest and posttest after distributing the material delivered through PowerPoint and videos of the eco print batik making process which are analyzed in the form of statistical diagram tables. The results of the study produced a fairly good impact on the learning process, almost the entire sample of students who joined this study understood it well and wanted to apply it one day.

Who Holds the Power? Students Respond to Whiteness in the Canon

Art educators are adept at using images to communicate and spark dialogues. But what happens when the conversations we need to have in classrooms concern topics that are intentionally silenced or r...

The Making of Contemporary Art in Tanzania

The Making of Contemporary Art in Tanzania

Art education and art world

For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?

Activating a/r/tographic propositions: Walking with art education

For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?

Literacy and art education

For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?

Art is

For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?

Lobbying for art education as a civic engagement for change

For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?

Rethinking artistic method

For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?

The lamentable consequences of blurring the boundaries

For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?

Optimizing Online Learning Experiences and Outcomes for Hearing-Impaired Art and Design Students

As many universities transitioned to online learning during the COVID-19 pandemic, the distance learning environment presented various accessibility challenges for deaf and hard-of-hearing students (DHH). In art and design higher education programs, the transition from face-to-face learning to virtual learning is difficult for students in general, and even more difficult for students with hearing loss. Art and design educators have explored approaches to effectively compensate for these challenges and optimize the distance learning experiences for DHH students. This paper aims to investigate these challenges and attempts to explore the international best practices in distance education for deaf learners. Action research is used as a methodology to guide the professional development of art and design educators on ways to refine and hone their online teaching approaches. Ten DHH students (5 Males and 5 females) participated in the action research for the needs of this study. Their challenges, experiences, preferences, needs and artworks were analysed in an attempt to optimize their online learning outcomes and provide recommendations that will lead to the implementation of effective teaching strategies and the design of appropriate e-learning environments for hearing-impaired art and design students. The preliminary findings of the study revealed that the main challenges DHH students and their instructors faced were communication barriers and misinterpretation of tasks, which led to difficulties in fulfilling the course intended outcomes. The recommendations formulated on the basis of the findings are to adapt the intended learning outcomes and teaching approaches to optimize the learning experiences of the DHH students.

Collaboration on Art Educators’ Perceptions of Required Professional Learning

In this action research study, we investigate the impact that social collaborative professional learning activities have on art educators’ perceptions of required professional development on art assessment. The study was conducted in the context of a district-wide professional development program and evaluated through a performance-based assessment professional learning activity, which was done in both a collaborative and one-on-one format. The findings indicate that participant-led professional learning supports visual arts teachers’ engagement in and understanding of professional development content. Reflective dialogue, networking opportunities, and collaborative cultures were key factors contributing to the outcomes of this study. In addition to outlining the study, we discuss other considerations for future research and implications for professional development for art teachers.

Exploring Effective Practices in Managing Distance Learning for Teaching Art and Design in Bahrain

As universities move to virtual learning, the need to explore the most effective practices for remotely teaching art and design students became very critical. It is very important to examine the strategies universities are using to efficiently transfer skills and knowledge and meet the needs of students through an online learning environment. Art and design classes involve hands-on activities and requirements that cannot easily be met in digital environments. Therefore, the study aims to investigate the creative approaches that art and design educators adopted to transition to remote teaching. The study involved conducting an online focus group with eleven art and design educators at The University of Bahrain to investigate the experiences, perceptions, and the challenges they faced while teaching art and design remotely during the Covid-19 Pandemic. The focus group engaged the educators in a semi-structured discussion in order to gather qualitative data that would allow for a descriptive analysis of their online teaching experiences and the most effective approaches they implemented. Thus, the study is undertaken to determine the most effective practices that can be employed by educators to engage students and enhance the distance learning process in an art and design online environment. The findings suggested that the main challenges that are peculiar to art and design distance learning include difficulty in clearly seeing the value of the colors in a student’s artwork on screen and the unavailability of features that support art and design remote teaching in the currently available learning management systems.

A Comparative Study on the Art Textbooks of the Elementary School Third Grade between Korea and China

Purpose - The purpose of this paper is exploring the similarities and differences of the art textbooks of the elementary School third grade between Korea and China. Design/Methodology/Approach - Take two art textbooks used in third grade of elementary school as the object of comparative research, the third volume of the textbook named “The Art” which was published by genius education publishing house approved by South Korean Ministry of Education in 2017 and the “compulsory education textbook art” which was published by the Chinese People’s Fine Arts Publishing House approved by Chinese Ministry of Education in 2013. The comparative research is taken from two dimensions of the overall analysis of the curriculum and the content of the textbooks. The overall analysis of the curriculum is divided into basic curriculum concepts and teaching material objectives. The contents of the textbooks are divided into framing design, overall structure, unit content and legend. Findings - The presentation of art textbooks in the two countries has its own characteristics, and the differences in the nature and positioning of art textbooks in the two countries can be found through multi-dimensional comparison. Research Implications - In order to obtain the educational cutting-edge and innovative idea for textbooks compilation and promote the development of the research in art textbooks, the characteristics of art textbooks in both countries are summarized, furthermore, current art educators’ awareness to the art textbooks can also be improved.

The Journey of the “Lone” Art Therapist: Issues of Evolving Self-Identities

The formation of a professional identity is a continuous process. A Ghanaian art educator shares her experiences of studying to become an art therapist in the United States by exploring her use of art and narratives. She describes a journey of overcoming her anxieties and as part of her evolving identities – cultural, social, professional.