Arts In Primary Schools Research Articles

The Application Strategy of Graphic Combination in Primary Art Teaching

Graphic teaching is a teaching mode that guides teachers to combine images and words in the course of teaching. This teaching mode enables art teachers to explain the course content to students in a more intuitive way, deepen their understanding of what they have learned, and promote the improvement of art level and aesthetic ability. At the same time, it also helps to cultivate students' good study habits and achieve their all-round development. After consulting that no matter which version of the current primary school art textbooks are composed of text and picture typesetting. They complement each other and are closely linked to guide the learners. This is enough to explain an important feature of the combination of pictures and texts in art teaching, that is, teachers should pay attention to the combination of pictures and texts in teaching, especially in PPT courseware, and try to avoid all words or only pictures. This paper will discuss the essay and drawing diary and the combination of illustration and text in the form of graphic combination. This paper demonstrates the significance of graphic combination to the primary school art teaching and puts forward the application strategy of graphic combination in the primary school art teaching. Finally, the importance of graphic combination teaching to the overall development of students and the cultivation of social talents is emphasized again.

The study of the difference in Elementary School Art Education curriculum between China and the United States

Primary school art education is a key component of the primary education system. The idea of key competence, in the hope of fully developing students’ ability in art, is seen as an important concept in China. The following study examines the curriculum of China and America on primary art education from three sections: frameworks, aims, and teaching methods. The study aims to demonstrate a thorough investigation of education in both countries, discovering the advantages of both countries to provide suggestions that elevate the quality of art education based n curriculum.

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.

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.

Investigating critical citizenship education within primary school art curriculum

Background: Visual art at school can create a learning environment where learners can learn, reflect and express opinions on critical citizenship and social justice issues as an informal modality that draws on different skills and allows for expression of thoughts and ideas in a medium other than words and numbers. A relevant issue in South Africa is the need to create a sense of citizenship to help South Africans to engage with and reflect on the country’s complex colonial and apartheid history.Aim: The aim of this study was to engage primary school learners in critical citizenship and social justice education to determine how this can deepen their conceptions and to communicate these through an art project.Setting: A primary school in the Western Cape.Methods: This participatory action research (PAR) study was designed for learners to engage with critical citizenship through project-based learning at a primary school in Cape Town, South Africa. Learners investigated critical citizenship by creating folktales as a narrative for their artwork.Results: Primary school learners’ conceptions of citizenship progressed from a general understanding of what citizenship means during the start of the PAR to a much deeper and personal experience of belonging, caring and connecting at the end of the PAR. The use of folktales, digital storytelling and visual art was effective in creating a message about citizenship that the learners practically experienced and valued.Conclusion: The creative process and artistic expression deepened the learners’ understanding and engagement of critical citizenship and social justice. The reflections on the individuals’ and the group’s learning experiences revealed that critical citizenship education could influence learners’ conceptions and interpretations of folktales with a socio-political message.Contribution: This research contributes to critical citizenship education and curriculum development.

Игровые технологии на занятиях изобразительной деятельностью в начальной школе

The article raises the question of the use of didactic games in the classroom of fine arts in primary school. The role of the game as a means of development and socialization of the child is determined, ways of creating game situations in the course of teaching children of primary school age are revealed. The features of quests, which are a type of game with a storyline, which is aimed at solving various logical problems, are characterized. The technology of creating web quests is considered, examples of the development of web quests for classes with younger students in the subject “Fine Arts” and the organization of the process of their application are given.

How to Introduce Creative Thinking into Primary School Art Class

Today's primary school art class, its primary task is not painting works, the key is to cultivate students' innovative ability and creative thinking. People often say that the same is not beautiful, beauty is unique, it needs to be constantly created. So how to introduce creative thinking into primary school art class is an important link in the development of contemporary primary school aesthetic education. If we want to cultivate talents with creative thinking, we should start from art class. This paper first expounds what is creative thinking, then puts forward the problems existing in the art classroom in primary school, and finally gives the methods of cultivating students' creative thinking.

Present Pasts of Colonial Modernity: Embroideries by Lucie Kamuswekera

Present Pasts of Colonial Modernity: Embroideries by Lucie Kamuswekera

Inquiry-Based Learning (IBL) Approach in The Artwork Production of Visual Arts Education in Primary School Using Dry Media

Visual Arts Education (PSV) is a familiar topic at both the primary and secondary school levels. This course becomes one of the most crucial electives for helping students achieve their best degree of creativity. This study was done to assess the efficacy of inquiry-based learning (IBL) in the development of artworks utilising dry media. The choice of dry media was based on its extensive use in primary school art creation. In the study done by the researcher, a total of 25 respondents comprised of second-year students were chosen at random. This research collects both quantitative and qualitative data. This study's assessment tool was comprised of questionnaires and document analysis from respondents. In conclusion, the IBL strategy is believed to boost students' level of comprehension and motivation when producing Visual Arts Education (PSV) artworks utilising dry media.

Міжпредметні зв’язки під час навчання образотворчого мистецтва в початкових класах

Міжпредметні зв’язки під час навчання образотворчого мистецтва в початкових класах

Exploration on the infiltration of mental health education in primary school art teaching under the background of "double reduction"

Exploration on the infiltration of mental health education in primary school art teaching under the background of "double reduction"

"Painting" Moves the Classroom and Promotes Learning with Painting —— on the Integration of English and Art in Primary Schools

"Painting" Moves the Classroom and Promotes Learning with Painting —— on the Integration of English and Art in Primary Schools

The application and Heritage of Copper Drum Culture in Nanning Primary School Art Classroom

Copper drums have been baptized by thousands of years of wind and rain, and festival activities related to copper drums are still active in some regions of China, so it is of practical significance to study the inheritance and innovation of copper drum art. The heritage needs to start from children, and elementary school teachers need to let children receive the culture of copper drums from an early age and feel the important role of copper drums in national festival activities in order to better inherit the culture of copper drums and promote the wide circulation of traditional cultural symbols in Guangxi region. This study takes the art curriculum resources of Nanhu Elementary School as an entry point, explains from the perspective of developing regional folk art curriculum resources according to local conditions, and further considers how to transform the copper drum cultural resources into art curriculum resources by analyzing excellent cases of local school-based curriculum development and utilization, deepening students' sense of identification with their native art and making them consciously take up the mission of cultural inheritance and promotion.

Primary School Art Teaching “Foreign Famous Works” Teaching Design Case

It is the first time for grade 6 students to appreciate foreign masterpieces. How to make art appreciation class creative, improved, thinking, on the one hand, we need to use situational teaching to stimulate students’ interest, so as to change the characteristics of boring appreciation class; On the other hand, we should take students as the main body so that students can improve their thinking and deepen the theme in seeing, speaking, writing and thinking.

Modern Approaches to the Teaching of Fine Arts

The present research focuses on modernizing the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1) knowledge and understanding of visual arts terms, (2) abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3) creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school.

Modern Approaches to the Teaching of Fine Arts

The present research focuses on modernizing the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1) knowledge and understanding of visual arts terms, (2) abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3) creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school.

A methodological approach to the analysis of art in primary school

A methodological approach to the analysis of art in primary school

Research on the Teaching Practice of West Guangdong Intangible Cultural Heritage into Primary School Art Curriculum——Take Wuchuan Puppet Show as an example

With the gradual deepening of education, primary education shoulders the responsibility of inheriting the non-cultural heritage. The non-heritage culture of West Guangdong has provided the local primary school fine arts curriculum with extremely rich resources and incomparable regionalism, it is helpful to promote the development of art education for primary school by integrating the culture of West African heritage into the teaching practice of primary school art curriculum. Based on this, through the analysis of the significance of the West African cultural heritage in the teaching of the West African cultural heritage into the primary school art curriculum teaching practice, it will lay a theoretical foundation for integrating the culture of West Guangdong into the Primary School Art Curriculum, promote the inheritance and development of ntangible cultural heritage in primary schools.

A Practical Study on the Cultivation of Creativity in Primary School Art Education

The cultivation of students' creativity in primary school art education is very important. In teaching, teachers need to choose appropriate teaching methods according to students' conditions, respect students' individual differences, arouse students' enthusiasm for free creation, and enhance students' creativity and imagination. Starting from the current problems of cultivating students' creativity in primary school art education, this paper briefly analyzes the practical research strategies for cultivating students' creativity in primary school art education.

The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools

The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focus on the educational practice of teaching visual art from a holistic perspective which also includes the teachers’ perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre (National Agency of Education, 2019). The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions.