Art Learning Research Articles

Teaching Art through Engaging Anti-racist Viewpoints: Privileging an Indigenous Lens

Art teacher educators have obligations to prepare preservice art teachers and researchers to be culturally competent, to understand how to respectfully and knowledgeably include silenced voices into the classroom. Through this paper, we share a collaborative project we engaged with two arts-based researcher student groups toward approaching art learning from an anti-racist perspective using the lens of an Indigenous Pedagogy We demonstrate an Anti-Racist teaching cycle we applied that begins with cultural competency and leads to cultural relevancy. The project culminated with the development of anti-racist lesson plans toward a museum exhibition that utilized recommendations shared by four contemporary Native American Artists. Our purpose was to explore a method for changing the narrative by inserting multiple Indigenous artists’ voices into the classroom conversation.

James Wigley and the Strelley Mob: Social Realist Painting in an Aboriginal Community

ABSTRACT James Wigley has been historicised by Australian art scholars as a social realist, but the focus of his work through the late 1950s, 1960s and 1970s differed from others who were a part of this art movement. During this time, he returned again and again to join the “strike mob” who had walked off pastoral stations in the Pilbara in 1946 and become independent by mining and purchasing their own pastoral properties. The organiser of the strikers, Don McLeod, invited Wigley to help the strikers with building boats to gather pearl shell, and later to run a printing press at the school in the new settlement of Strelley, on one of their pastoral leases. During his time with the strikes, Wigley drew and painted; he would send work to Melbourne and return there to exhibit work about the Pilbara and the people who lived there. He also illustrated the schoolbooks he was printing for the Strelley Literature Centre in the late 1970s. This article argues that this significant body of work places Wigley alongside other Australian artists who spent substantial time in remote Aboriginal communities, and whose experiences shaped their art.

The Values of Jogja Education Through Art Learning at Paud Institutions

This study aims to know and identify Jogja values through art learning in kindergartens of the Special Region of Yogyakarta. This research method takes a qualitative approach with the process of data collection through observation, interviews and documentation as well as triangulating data to obtain data devalidation. The results of this study found that this art learning includes the development of children's dance, songs and children's traditional dolanan. The values contained in Jogja are the main ingredients in pouring this art learning material. These values are Hamemayu Hayuning Buwana, Sangkan paraning dumadi and manunggaling kawula gusti. In teaching these values, techniques in art learning that cannot be separated are elements of appreciation, exploration and expression.

The politics of restor(y)ing: towards a conflictual approach to art in urban public space

This paper investigates the political implications of public art using frameworks of conflict and antagonism. We introduce ‘restor(y)ing’ as an analytical scaling device for examining public art’s potential to destabilise official planning processes and reclaim cities through acts of re-telling (restorying) and re-making (restoring) urban spaces. We probe how commissioned/formal and unsolicited/informal public art practices can concurrently operate as artistic activism – or ‘artivism’ – to subvert the status quo in urban contexts that encounter rising socio-spatial inequalities. We deploy restor(y)ing both as an epistemic and real-world commitment to challenging hegemonic powers, and thus amplify activist agendas of marginalised communities. Our argument demonstrates how such politics of restor(y)ing works as a device to unpack conflictual interrelations between ‘æffects’: affects and effects that political public art can invoke simultaneously, yet potentially unevenly. The politics of æffects reveal contestations around public art in urban planning contexts and policies, public communication, and reception. They foreground intended inclusions vs. systemic exclusions (politics of effects) and the emanating impacts on urban belonging vs. alienation (politics of affects). While much public art scholarship accentuates its alleged positive benefits, we attend to the (oft-ambiguous) negative, conflict-attuned æffects of public art. Ultimately, we advocate for an intersectional approach to restor(y)ing urban justice through public artivism.

ปัจจัยที่มีผลต่อพฤติกรรมการเรียนผ่านระบบออนไลน์ในช่วงการแพร่ระบาดของเชื้อไวรัสโควิด-19 ของนักเรียนโรงเรียนสาธิตมหาวิทยาลัยรามคำแหง

The purposes of this research are : 1) To study the personal factors of students in the Demonstration School of Ramkhamhaeng University, 2) to study the system quality factors information quality and the quality of online services, 3) to study the behavior of learning online during the COVID-19 outbreak, and 4) to study the personal factors of the respondents affecting their online learning behavior during the period the spread of the COVID-19 virus. Using questionnaires as a research instrument. The samples use in the research are students who choose to study art learning subject groups elementary school level 1-3, Ramkhamhaeng University Demonstration School number of 150 by quota sampling and the statistics use in the research are frequency, percentage, mean, standard deviation and Chi – Square Test. The research was found that as follows : 1) Most of the students were female not more than 9 years old with a cumulative grade point averaged in the range of 2.51- 3.00 which the course characteristics were practical. However, students used the residence of their parents/relatives. It was a place for using in online learning. 2) System quality factors information quality and the quality of online services. Overall, it was found that the students strongly agreed. When considering each aspect in descending order, it was found that the side with the highest mean was service quality, followed by information quality and the least was system quality. 3) Students' online learning behavior most were using less than 2 times a week. The online class time was between 12.01 - 15.00 hrs. , using the online system for no more than 2 hours per session. However, the equipment used in learning was a notebook and was intending to be used for homework assignments. 4) Student's personal factors affects online learning behavior during the epidemic of COVID-19 statistically significant at the .05. and 5) System quality factor information quality and service quality of online systems affects online learning behavior were during the epidemic of COVID-19 statistically significant at the .05 level.

Making Art Explicit: Knowledge, Reason and Art History in the Art and Design Curriculum

AbstractDifferent and competing conceptions of knowledge have recently been the focus of debate in education, especially art education. The cognitive science conception of knowledge as information processing and storage in long‐term memory is especially prominent in educational policy. By contrast, within writing that is directly about art education, discussion of knowledge has often been framed in negative, terms, as reductive, as entailing the imposition of rigid subject content and as antithetical to art. Taking issue with both these contrasting views, and using a non‐empirical, philosophical approach, this article puts forward a case for the centrality of knowledge and reasoning within the art and design curriculum. Specifically, the article draws on inferentialism, a theory that has not previously been applied to art education. The argument presented understands art as discursive and rational, as concept using and reason sensitive, as essentially a disjunctive set of historical‐social practices. Art education is then best thought of as a rational‐critical introduction to knowing those practices, as making explicit their proprieties, entailments and contradictions and the choices that are thereby made possible. This view emphasises learning in art and design as developing increasing levels of responsibility and commitment by integrating concepts in practice and theory.

Modernizing Sculpture: Print Culture and the New Discourse on Sculpture in China, circa 1880–1929

Abstract Much of the current scholarship on the art of China in the 1910s and 1920s focuses on artworks, art academies, and art groups that were associated either with traditional Chinese painting (guohua 國畫) or with oil painting (youhua 油畫). By contrast, other mediums such as sculpture have rarely been discussed by scholars of modern Chinese art. Similar to guohua, the association of which with lofty literati values and imperial eras was hotly debated at the beginning of the Republic of China (1912–1949), the art of sculpture – a category that has long been considered as funerary art, craft, or decorative art – and its relevance to modern China was also discussed by artists and intellectuals at that time. In early twentieth-century China, sculpture eventually gained a new status within the fine arts. This article argues that one important factor that promoted the changing perception of sculpture in the public sphere was the blossoming print culture and its connections with photography and exhibitions in Republican China. Print materials such as newspapers, newspaper supplements, pictorial magazines, and exhibition catalogs/pamphlets promoted the process of modernizing sculpture.

Staging Grounds: Loutherbourg and Warley

Abstract In 1778, Philippe-Jacques de Loutherbourg began work on a pair of companion pictures marking George III's attendance at a spectacular military review on the broad expanse of Essex wasteland that was Warley Common. Scholars of the painter's art have largely overlooked these ambitious, large-scale landscapes, but their commission and subsequent display at the Royal Academy played a key role in advancing Loutherbourg's career. Strikingly novel, the paintings attracted a good deal of critical attention for their curious mix of the patriotic and the satirical, the topographic and the scenographic. Taking its cue from this latter stage set-like quality, this essay situates Loutherbourg’s Warley scenes in relation to a series of dramatic spaces, moving from the ‘battlefield’ depicted to the London stage to the Academy exhibition room, highlighting a series of connections and interactions that shed new light on the performativity of Georgian art, culture and spaces of display.

Art Innovation Learning Guidance For Kindergarten Teacher

The purpose and scope of this guidance activity are to provide kindergarten teachers in Sukun District, Malang City, the knowledge and skills about designing and implementing early childhood integrated art innovation learning to improve the effectiveness and quality of children’s art learning process in kindergarten as part of their job. Guidance and training methods that will be used in this activity are 1) delivery of material and discussion about the development of early childhood art skills and early childhood integrated art innovation; 2) guidance and practice in groups to discuss innovation and designing one learning material package of early childhood integrated art including art, dance, music, and drama literature; 3) Demonstration and simulation to demonstrate the early childhood integrated art innovation learning activity as a part of art class in kindergarten; 4) discussion and evaluation to get feedback both about the process and results of guidance and practice activities. The results obtained are 1) Non-Physical results; from the evaluation of the final results, it can be concluded that 90% (out of 40 participants) have understood the knowledge and skills about making early childhood integrated art innovation to improve the effectiveness and quality of children’s art learning process in kindergarten as part of their job; 2) Physical Result; obtained by the participants from the guidance and training activities are products in the form of early childhood integrated art innovation learning types about various themes and titles. In general, this guidance and training activity is considered successful because, at the end of the activity, all participants have the knowledge and skills about designing and implementing early childhood integrated art innovation learning to improve the effectiveness and quality of children’s art learning process in kindergarten as part of their job.

MENINGKATKAN MOTORIK HALUS ANAK MELALUI KEGIATAN MENJAHIT POLA PADA KELOMPOK A DI TKIT BINA PRESTASI

The progress of fine motor skills of children aged 4-5 years at TKIT Bina Prestasi has not resulted in the expected development of most in one class for the flexibility of children's fingers. Through sewing patterns of varying complexity and simplicity, it is possible for researchers to use them on the fine motor skills being learned. Because the lack of stimulating children's balance between fine motor skills such as tracing and various other activities such as tracing, drawing, cutting and pasting as well as hand-eye coordination in art learning activities makes their fingers flexible. So that these children's fine motor skills will prepare them better for independent tasks. This research was conducted in group A, where the task of the researcher worked according to the conditions faced by the class. This is shown by the fact that the majority of 5 out of 8 children have a stiff tendency when holding skills or objects with both hands. The methods used and research procedures include planning, implementing, observing, and reflecting. Data collection was carried out through observation and documentation, and percentage techniques were used to process the data. There are five meetings in each of the two research cycles. Through sewing activities, this study aims to improve children's fine motor skills. The results of the research cycle I while far from the standard of sewing mastery that has been determined then need to be adjusted. On the criteria for sewing mastery, children's fine motor skills increased in cycle II. Based on research, it shows that activities such as sewing patterns can support children in developing their fine motor skills

Virtual Reality: Video Media Pembelajaran Seni Budaya di SMPN 02 Palangka Raya

The creativity of learning arts and culture by utilizing technology can increase innovation and creativity in the world of education so that the learning process is easier to understand and has an interest in students, so that it is closer to the daily activities of young people in the digital era, especially existing students. at junior high school 02 Palangka Raya. The purpose of this study was to find out the application of virtual reality-based art learning media at junior high school 02 Palangka Raya. The research method used in this study is qualitative description. In the application of virtual reality-based art learning media to class VII students of junior high school 02 Palangka Raya, art learning media is a form of responsibility for developing teaching tools for a teacher, with contents in arts and crafts, sculpture, architecture, ceramics, and traditional weapons. The form of the content of this learning medium is images and videos that are developed as attractively as possible based on the teacher's abilities in the world of graphic design. The application of learning media carried out by virtual reality-based teachers refers to the curriculum and teaching tools with the aim of achieving aspects of attitude, knowledge, and skills in fine arts subjects.

ANALYSIS OF MUSIC TEACHING METHODS IN KARAWITAN MUSIC LEARNING ACTIVITIES

This study aims to identify and describe the learning of music art in students of SMA Negeri 1 Tondano. The researcher obtained this degree through the Field Experience Program (PPL) at SMA Negeri 1 Tondano, as well as taking Music Art courses at UNIMA. Relevant theories such as the definition of learning, learning that involves students, teachers, curriculum, learning materials, and learning methods are used in this research as a foundation for achieving research objectives. The research method used is descriptive qualitative with data collection techniques through observation. The results showed that music learning at SMA Negeri 1 Tondano uses various methods, including lecturing, demonstration, and practice. Although most students are interested and enjoy the learning methods used, there are also students who feel bored due to the lack of variety. Therefore, this study recommends that teachers adopt different learning strategies, develop media, and maintain students' interest so that music learning can take place effectively and enjoyably. It is hoped that the results of this study can help in improving the quality of music learning at SMA Negeri 1 Tondano.

Pengenalan Teknologi Artificial Intelligence (AI) dalam Meningkatkan Pengalaman Belajar Seni di Era Digitalisasi Pendidikan

Art education has undergone significant transformation in the era of digitalization. With the advancement of Artificial Intelligence (AI) technology, there is tremendous potential to enhance the art learning experience. This research aims to elucidate how AI technology can be effectively utilized to improve art education in the context of digitalization. The study aims to introduce AI technology and explore its potential applications in enhancing the art learning experience. In the context of art learning experience, AI technology can provide broader access to digital art collections, online galleries, and virtual museums. Students can explore various artworks and cultures through digital platforms, thereby enriching their understanding and appreciation of art. The research findings reveal that AI technology can offer personalized guidance to students in developing their artistic skills. Intelligent AI systems can analyze students' artworks, provide tailored suggestions, and assist in enhancing their technical and creative abilities. In conclusion, the integration of AI technology in art education holds immense potential to elevate students' learning experiences. By expanding access, providing personalized guidance, and creating interactive experiences, AI technology enriches art learning in the era of digitalization. This is expected to provide greater insights and understanding of how AI technology can be harnessed to enhance the art learning experience in the context of digitalization. By optimizing the potential of AI, art education can become more inclusive, personalized, and engaging.

Power Point-Based Bandicam Development as PGSD Fine Arts Learning Media in Makassar City

This study aims to develop PGSD Visual Arts learning media based on Bandicam and PowerPoint as an effective tool in increasing students' understanding of fine arts. This research involves needs analysis, content design, video production, material processing, and integration with multimedia elements. The research method used is development research by following predetermined steps. The results of this study indicate that PowerPoint-based Bandicam learning media provides a more interactive learning experience for students. Through screen recordings using Bandicam, students can see demonstrations of art techniques, explanations of concepts, and examples of works of art in an attractive format. Integration with multimedia elements such as images, audio, and animation also enhances visual appeal and helps students understand fine art concepts better. Surveys and observations of PGSD Fine Arts students and teachers showed positive results. Students reported that this learning media helped them understand visual art techniques visually and in depth. They also feel actively involved in the learning process. Teachers also reported that this media helped them convey material in a more interesting and interactive way. However, some students indicated a need for more practice and independent use of the media to deepen their understanding. Therefore, it is important for teachers and schools to provide adequate support and guidance to students in using this learning media independently. In conclusion, the development of Bandicam and PowerPoint-based PGSD Visual Arts learning media provides significant benefits in increasing students' understanding of fine arts. This media presents material in an interesting, interactive, and visual way, which helps students gain a deeper understanding. For further development, it is suggested that more practice and self-support be provided for students to meet their needs in deepening their understanding of art.

The Polopalo cultural art learning revitalization model at Junior High Schools in Bone Bolango, Gorontalo Province

This research describes and analyzes the Polopalo cultural art learning revitalization model at junior high schools in Bone Bolango. The method was research and development using the Four-D model. Data sources were humanists, school heads, teachers, and students. Data were collected through literature studies, observation, interviews, documentation, and Focus Group Discussions (FGD). The conclusions were: the polopalo cultural art learning revitalization model was developed in keeping with the Merdeka curriculum, and several improvements were made in: (a) Inputs, i.e., planning, consisting of Learning Achievement, Learning Objective, Learning Objective Flow, Diagnostic Assessment, and Learning Module, (b) Process, i.e., learning implementation, consisting of Differentiated Learning, Scope of Material, Learning Process, Learning Product, and Learning Environment, and assessment, consisting of formative and summative assessments, (c) Output, i.e, improvements in knowledge, skills, and attitudes, and (d) Outcome, i.e., achievement improvements at local, provincial, national, and international levels. The activities were oriented to capitalization of polopalo as a local potency-based musical instrument.

Intentional teaching for visual arts in Early Childhood Education: teachers’ practices and perceptions

The early childhood sector in New Zealand has a long-held tradition of free play and child-led pedagogy, influencing visual arts approaches with young children. However, alongside learning through play, New Zealand’s sociocultural curriculum highlights the active role of the teacher and intentional pedagogy. This article explores the practices and perceptions of early childhood teachers regarding visual arts through a mixed methods study, including a nationwide survey and an embedded case study. Data indicated that teachers are confused about the appropriateness of taking an active role during children’s visual arts learning, and about when to be intentional versus leaving children to play without interference. Such tensions appear to be founded in contradictory theoretical assumptions, and are evident through a lack of confidence, skills, strategies and language for teaching. The authors argue that professional learning could ameliorate these tensions by clarifying educational theories and identifying intentional visual arts teaching practices that align with current theoretical beliefs about how young children learn in early childhood.

Educational Technology: Barrier or Bridge to Equitable Access to Advanced Learning Opportunities?

Project OCCAMS (Online Curriculum Consortium for Accelerating Middle School) is a collaboration between the Center for Talent Development at Northwestern University, the Center for Gifted Education at The College of William & Mary, and Columbus Public Schools with a goal of providing accelerated learning in language arts aimed at increasing achievement and increasing participation in advanced courses in high school among students from racial and economic subgroups underrepresented in traditional gifted education services. Using a critical technology theoretical framework that examines the impact of technology on people at the individual, educational, and global levels and addresses questions around appropriate use, accessibility, and impact, project outcomes are explored through an interpretive focus on equity, including impacts on student achievement as well as students’ subjective experiences in the program. Potential implications for broader efforts in the field of gifted education to reduce disproportionality in gifted identification and close opportunity and excellence gaps beyond gifted identification reforms are also explored.

Bandura's Social Cognitive Theory and Its Implementation in Markeso Mudo's Garingan Ludrukan Monologue

This paper aims to create works of art with Bandura's social cognitive theory approach consisting of a) Attention (attention), b) Retention, c) Motion Reproduction and d) Motivation as a foundation in the creative process of art learning in monologue courses in the Drama Concentration, Drama, Dance and Music Education Study Program (Sendratasik) Faculty of Language and Arts, Surabaya State University. This lecture is a type of practice with a total of 4 credits, students are directed to practice directly through various methods, strategies and competency content contained in the course. The focus in the current discussion is to practice the Monologue Ludrukan Garingan Markeso Mudo is a competency achievement that will be obtained by students if the stages can be carried out according to the procedure. The implementation of the Ludrukan Garingan Markeso Mudo Monologue is simulated in public spaces targeting crowded places such as markets, stalls or other public spaces that are in accordance with the needs of the actor's concept. The application of Bandura's Social Cognitive Theory as a tool to produce student process space in obtaining structured steps before implementing in the Monologue Ludrukan Garingan Markeso Mudo. Finally, it can obtain a good implementation formulation in practice in the field

MENGOPTIMALKAN PEMBELAJARAN SENI RUPA DI SEKOLAH DASAR : STRATEGI DAN PRAKTEK TERBAIK

The purpose of writing this article is to discuss strategies and best practices in optimizing visual arts learning in elementary schools. Fine arts have an important role in basic education, engaging students in creative expression, developing critical thinking, and increasing self-confidence. The main focus of this article is the use of art projects as an effective learning strategy. Art projects engage students in practical activities that allow them to learn thoroughly about art concepts and apply them in their own work. This article also describes the benefits of art projects in increasing student engagement, encouraging creative exploration, and strengthening interpersonal skills. The stages of implementing an art project are adapted to the developmental level of children, ensuring a suitable and interesting learning experience for them. In addition, this article outlines best practices in art learning, including creating a creative and inclusive classroom environment, encouraging students' exploration and self-expression, and providing constructive feedback and appreciation for their art. In facing challenges such as the integration of fine arts into a dense curriculum and the limited knowledge of art teachers, this article also provides solutions that can help maximize time and resources and improve teacher competence. It is hoped that this article can provide insight and practical guidance for the development of effective art learning in elementary schools.

Application and value of painting technique in art education based on improved ARMA model

Abstract With the deepening of the new curriculum reform, students’ comprehensive quality education has attracted wide attention from all walks of life, and people pay more and more attention to aesthetic education. As an important part of aesthetic education, fine art education plays an important role in cultivating students’ aesthetic ability. In the process of art education, painting technique teaching plays a very important role and value, which is conducive to students’ in-depth understanding of the connotation of painting art and training students’ ability of practice and image thinking. In this paper, ARCS model is used to investigate and analyze the current situation of students’ art learning, and ARCS model is used to design a teaching scheme for reference for art teachers, and teaching experiments are carried out. The concrete implementation methods, steps and case analysis of ARCS motivation model in middle school art teaching design were summarized, and the improvement measures were further proposed according to the experimental results. In the whole research process, a combination of qualitative and quantitative analysis is adopted. The final research shows that it is necessary for teachers to use ARCS motivation model to design teaching programs.