Art Lessons Research Articles

Technical skills vs meaning-making: Teacher competencies and strength of inquiry-based learning in aesthetic inquiry

Aesthetic inquiry is a discipline-specific form of Inquiry-Based Learning (IBL) that explores problems on the value, nature and meaning of art in life. It is meant to engage the students in the critical and conceptual aspects of artistic activities as is the nature of inquiry. However, an analysis of 67 Primary 5 (11 year olds) and 71 Secondary 1 (13 year olds) visual art lessons in Singapore found that teachers continue to implement aesthetic inquiry as formal analysis and skills mastery more so than meaning making. The findings using the comprehensive observational indicators of this study will be useful for researchers, curriculum writers, and policy makers to underpin the challenges among in-service teachers in IBL. More importantly, it will enable teachers to learn and reflect on their competencies in delivering an inquiry-based curriculum.

Bibliometric Analysis of Researches on Values Education in Visual Arts Lesson

Bu araştırma, değerler eğitimi ile ilgili görsel sanatlar dersi özelinde yapılan araştırmaları yayın yılı, yayın türü, tezlerin üniversitelere göre dağılımı, araştırma konusu, yöntemi, öne çıkan değerler ve başlıca sonuçlar açısından bibliyometrik analiz yöntemiyle incelemeyi amaçlamaktadır. Yapılan analiz sonucunda 10 yüksek lisans tezi, 4 doktora tezi, 7 makale, 2 kitap bölümü ve 1 tam metin bildiri olmak üzere toplamda 24 çalışmaya ulaşılmıştır. Çalışmalarda çoğunlukla nicel yöntem; araştırma modeli olarak betimsel tarama; veri toplama aracı olarak ölçek ve araştırmaların analizinde betimsel analiz yönteminin kullanıldığı görülmüştür. Konu olarak görsel sanatlar dersi öğretmenlerinin değerler eğitimi hakkındaki görüşlerini ortaya koyup öğrencilere olan katkısını belirleyen çalışmalar çoğunluktadır. Çalışmalarda en çok yardımlaşma, saygı, sevgi, hoşgörü, sorumluluk, vatanseverlik, adalet, sabır değerlerine yer verildiği görülmüştür. Görsel sanatlar dersinde belirlenen farklı konuların, etkinliklerin değerler üzerindeki etkililiğini deneysel yöntemlerle ölçen nicel çalışmaların yanında, değer kazanımında görsel sanatlar dersinin etkisini inceleyen nitel çalışmalar da azımsanmayacak boyuttadır. Yapılan incelemeler sonucunda görsel sanatlar dersinde değerler eğitimini konu edinen akademik çalışmaların son derece sınırlı olduğu görülürken, alan yazında yabancı bilimsel çalışmaya rastlanmaması dikkat çekicidir.

STEM gets some art lessons

Just as the classroom layout has changed over the decades, some educationalists are challenging the idea that the curriculum taught today should be divided into standalone subjects.

STEM gets some art lessons

Just as the classroom layout has changed over the decades, some educationalists are challenging the idea that the curriculum taught today should be divided into standalone subjects.

Increasing Students Confidence in Learning Characterizations in Arts lessons using The Dramatic Learning Model (PTK in X Science 6 Class, High School 4 Serang City)

Increasing Students Confidence in Learning Characterizations in Arts lessons using The Dramatic Learning Model (PTK in X Science 6 Class, High School 4 Serang City)

How vocal and silent forms of participation in combination relate to student achievement

We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students.The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during Czech language and language arts lessons. The students completed an inventory to determine their internal behavioral engagement. Student achievement was measured using the results from standardized reading literacy tests. We also inquired about the socioeconomic backgrounds of the students.We identified five distinct participation profiles (eager, chatty, diligent, aloof, and disconnected) and analyzed whether the profiles could predict student achievement. We found that the profile with high talk and high internal behavioral engagement performed best, and the profile with low talk and low internal behavioral engagement performed worst. Analyzing the inconsistent profiles, we found that high internal behavioral engagement did not guarantee student achievement if the engagement was not accompanied by talk. Our findings thus highlight the important role of classroom talk in relation to student learning.

FEATURES OF STUDYING THE EDUCATIONAL DISCIPLINE “INSTRUMENTAL SCIENCE AND METHODOLOGY OF WORKING WITH A CHILDREN’S MUSIC GROUP”: EXPERIENCE AT AN INSTITUTION OF HIGHER EDUCATION

Attention is focused on the importance of improving the quality of music teacher training by achieving the necessary competencies related to music-making technologies on Ukrainian folk instruments in the process of conducting music lessons in secondary schools, managing children's instrumental ensembles in out-of-school education institutions. Work experience while teaching the course «Instrumental science and methods of working with a children's music group» at TNPU is highlighted. The basic conditions that affect the development and process of formation of professional skills and skills of playing in an instrumental ensemble among students, as well as the management of a children's musical group based on mastering the methods of working with a homogeneous and mixed composition of folk traditional instruments of a children's instrumental ensemble, didactic principles and knowledge of performance, are analyzed on such instruments. The process of preparing a future music teacher for the organization and implementation of collective performance instrumental and creative activity of schoolchildren in the conditions of classroom, extracurricular and extracurricular work, the form of conducting rehearsal work with an ensemble of folk instruments in extracurricular time, which involve the student writing a score for the instrumental accompaniment of a vocal work from children's music, is characterized School repertoire and its gradual voicing by the instrumental composition of the academic group. Examples of the use of rhythmic improvisation, the technology of mastering percussion instruments without a specific pitch, the chromatic soprano flute in C major in musical art lessons, and playing music on other traditional folk instruments during classes in an instrumental ensemble are given.

ФОРМЫ РЕАЛИЗАЦИИ ПЕДАГОГИЧЕСКОГО ПОТЕНЦИАЛА НАРОДНОГО ДЕКОРАТИВНО-ПРИКЛАДНОГО ИСКУССТВА В СИСТЕМЕ ХУДОЖЕСТВЕННОГО ОБРАЗОВАНИЯ

The article reveals the educational and creative potential of folk arts and crafts as an effective means of fostering artistic culture and aesthetic education of the younger generation. It is noted that within the educational process, as a result of expanding possibilities for self-determination in choosing forms, types and genres of visual art activities, students consider various areas of folk art. At the same time, mastering of folk decorative art at the fine arts lessons takes place mainly in the context of the formation of the cognitive interests of schoolchildren. Moreover, the significance of the orientation of pedagogical thought on a comprehensive analysis of solutions to the issue of integrating the practical mastering of folk arts and crafts in the fine arts lessons with the traditions of masters of the past is revealed. With the development of the applied language of fine arts, its rich cultural, pedagogical and artistic potential, enclosed in the traditions of the masters of the past, is relegated to the background. Therefore, despite the recognition of the educational and developmental possibilities of folk arts and crafts in art and aesthetic education and upbringing of schoolchildren, there is still no clear, well-established understanding of the optimal forms of its implementation in art education.

INTEGRATED EDUCATION FOR MUSIC PEDAGOGY STUDENTS IN UKRAINE AND CHINA

The article examines the issue of modernization of music education and pedagogy in Ukraine and the People’s Republic of China from the point of view of the implementation of the integrated principle of education. The ways of implementing integration in the content of music education of the two countries in school and university education are outlined. The role of a competent approach to the training of a music teacher capable of solving the tasks offered by the real conditions of the modern world is determined. The role of artistic and pedagogical analysis for work with students of the speciality 014 Secondary Education (Musical Art) is revealed. Specific examples of methods of implementation of the training of students to work with students in conditions of integrated education are given. The multidimensionality of the process of formation of polyphonic knowledge of music pedagogy students is analysed from the point of view of multidisciplinary integration. The components of education and training of music pedagogy students in Ukraine and the People’s Republic of China are substantiated, in accordance with the implementation of the ideas of new standards of school and higher education. The peculiarities of the selection of educational material for its practical mastery with the students based on the interdisciplinary integration of art lessons are given. The peculiarities of mastering musical works from operas by Chinese students in Ukrainian pedagogical universities using the integrated method of modelling the artistic and creative process are revealed.

ENGAGING MUSIC-PEDAGOGY STUDENTS IN ONLINE COURSE

The article examines the current problems of providing learning online for music teacher students studying at pedagogical universities in the speciality 014 Secondary Education (Musical art). A review of the latest research in the context of the adopted educational standards and the implementation of the ideas of the New Ukrainian School requires the search for effective ways of working with students through digital education. The training of music teacher students based on the principles of integrated learning takes into account the didactic skills associated with the involvement of specialists of musical specialities in artistic and creative activities based on the didactic module (perception-performance, creation and evaluation of the results of artistic activity). The work presents the method of teaching students online based on modular structure. The methodology was implemented in the conditions of online learning on the example of students mastering the integrated course “Methodology of teaching “Art” at school”. Taking into account the specifics of this educational discipline, which reveals modern integrated approaches to teaching art at school, we structured the stages of its study according to the levels of student involvement in working with digital tools (cognitive- developmental, constructive and creative). An attempt was made to offer students at each stage of education the performance of professionally oriented situations. “Lecture-consilium” is defined as an effective form of working with a student audience in synchronous mode, using ICT for the presentation of creative projects in integrated “Art” lessons. A separate place is given to examples of conducting a review and advisory session, in the form of a flex model. The method of teaching students through the means of telecommunication with the use of graphic and symbolic means is presented. It included working with electronic textbooks, using the tools “Саnva”, “LearningApps”, “Сubase 12”. According to the goals of the work, the effectiveness of the methodology of learning online during the assimilation of integrated course using criteria that determine the level of integration and pedagogical skills of future music teachers has been proved. Also, a preliminary analysis of the impact of the online method on motivation of music-pedagogy students and the increase of creative motivation in the performance of art (instrumental, vocal, choral creativity) using innovative learning technologies has been done. Learning outcomes were studied through successful completion of professionally-based tasks, which included designing art lessons, creating art projects, and digital tools. In order to obtain preliminary results and check the effectiveness of the method of teaching online students of pedagogical universities majoring in 014 Secondary Education (Musical Art), the study was conducted in groups of the full-time and part-time students of the H.S. Skovoroda Kharkiv National Pedagogical University in the Department of Musical Art. Three criteria were selected: informational and motivational demonstrated a degree of awareness in the information environment, the ability to perceive artistic information on the Internet, complete professionally-based assignments via online resources. Analytical and active criterion is students’ ability to create art projects and conducting lessons during pedagogical practice online. Active-transformative, which reflected the manifestations of the creative motives of the applicants during artistic and creative activities (perception-performance-creation-evaluation of work) in online education. The results show that online learning method for music-pedagogy students described here is likely to be provided as a basis for modern methods of online learning.

Методика емпіричного вивчення стану сформованості прогностичної діяльності в молодших школярів з інтелектуальними порушеннями.

The article reflects the main components of studying the state of formation of prognostic activity in younger schoolchildren with intellectual disabilities: cognitive (is studied by indicators: "the ability to understand the learning task", "the ability to plan one's actions", "the ability to analyze the conditions for completing the task"), personal-regulatory (is investigated according to the indicators: "the ability to develop search planning", "Possession of the ability to predict"). The results of the ascertainment stage of the implementation of a special methodology for the study of prognostic activity in younger schoolchildren with intellectual disabilities are presented, which includes two areas: 1) research on the state of formation of prognostic activity in younger schoolchildren with normotypical development and intellectual disabilities; 2) empirical analysis of the plans and structure of the fine arts lesson as a factor in the formation of prognostic activity in younger schoolchildren with intellectual disabilities. The first direction was the study of the state of formation of prognostic activity of younger schoolchildren with intellectual disabilities. According to the results of the study, almost all students with intellectual disabilities who participated in the research at the ascertainment stage experienced difficulties in completing tasks. A high level of prognostic activity was not found in younger schoolchildren with intellectual disabilities. According to the indicator of development of the ability to understand the educational task, about 30% of students showed an average level, and almost 70% showed a low level. The average level of development of the ability to plan one's actions in the group of younger schoolchildren with intellectual disabilities is determined in almost a quarter of students who participated in the study, a low level is determined in 75.4% of students. The average level of development of the ability to analyze the conditions of the task was determined only in 8.56% of students, a low level was found in the majority of students with intellectual disabilities - more than 90%. This allows us to draw a conclusion about the need for purposeful work with younger schoolchildren with intellectual disabilities regarding the formation of educational activities, understanding of tasks, goal setting, planning and forecasting.

Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study.

The COVID-19 pandemic disrupted education around the world, resulting in the implementation of different forms of remote instruction. The present study provided a description of one interesting and unique approach to providing such instruction by analyzing 144 language arts lessons designed and implemented by 61 distinguished and experienced teachers in Xiangzhou, China. The lessons were used to teach first and second grade students the pronunciation, meaning, recognition, and writing of simplified Chinese characters. These lessons provide a possible model for teaching Chinese characters in the future. The 144 lessons were delivered synchronously through live video interactions with two to four students, while other students were able to access them simultaneously at home via an internet device or on TV (the lessons were accessed 2.1 million times). Lessons were taught four to seven times a week, and teachers devoted 58% of lesson time to teaching characters: 69% and 46% of lesson time was spent teaching characters in grades one and two, respectively. A large number of recommended behaviors for teaching characters (77 out of 80 behaviors assessed) were applied across the 144 lessons, but a relatively small number of teaching behaviors (14) were used in each lesson. This typically included two behaviors for teaching character recognition and four behaviors each for teaching pronunciation, meaning, and writing of characters. Congruently, 6.32, 5.83, 5.49, and 3.78min per lessons were used to teach character pronunciation, writing, meaning, and recognition, respectively. Character instruction in these lessons was coherently and logically designed, but all live interactions between teachers and students were teacher directed. Directions for future research are presented and implications for practice discussed.

Preschool and Classroom Teacher Candidates' Attitudes towards Visual Arts Lesson According to Their Personality Traits

Bu araştırmanın amacı, okul öncesi ve sınıf öğretmeni adaylarının kişilik özellikleri ile görsel sanatlar dersine yönelik tutumları arasında herhangi bir ilişki olup olmadığını belirlemektir. Örneklem grubu, Karadeniz Teknik Üniversitesi okul öncesi ve sınıf öğretmenliği öğrencilerinden oluşmaktadır. Araştırmada veri toplamak amacıyla, araştırmacılar tarafından oluşturulan “Kişisel Bilgi Formu”, araştırmacılar tarafından geliştirilen “Görsel Sanatlar Dersi Tutum Ölçeği” (GSDTÖ) ve Bacanlı, İlhan ve Aslan(2009) tarafından geliştirilen “Sıfatlara Dayalı Kişilik Testi” (SDKT) kullanılmıştır. Araştırmada niceliksel araştırma yöntemlerinden biri olan Nedensel Karşılaştırma Yöntemi kullanılmıştır. Ölçeklerin psikometrik işleminde açımlayıcı faktör analizi kullanılmıştır ve elde edilen veriler üzerinde karşılaştırmalı istatistik ve korelasyon tekniklerinden yararlanılmıştır. Araştırmada okul öncesi öğretmeni adaylarının, kişilik boyutlarından “deneyime açıklık” ve “yumuşak başlılık” puanları arttıkça görsel sanatlar dersine yönelik tutumlarında da olumlu yönde artış olduğu saptanmıştır. Buna karşılık sınıf öğretmeni adaylarının, “dışadönüklük”, “deneyime açıklık”, “yumuşak başlılık” ve “sorumluluk” kişilik puanları arttıkça görsel sanatlar dersine yönelik tutumlarında da olumlu yönde artış olduğu saptanmıştır. Bölüm değişkeni dikkate alındığında, sınıf öğretmeni adaylarının görsel sanatlar dersine karşı tutumlarının, okul öncesi öğretmeni adaylarının tutumlarına göre daha olumlu olduğu tespit edilmiştir. Cinsiyet değişkeni dikkate alındığında, okul öncesi öğretmeni adaylarının görsel sanatlar dersine yönelik tutumlarında anlamlı bir farklılık tespit edilmemiştir. Buna karşılık sınıf öğretmeni adaylarından kadın öğrencilerin puanlarının erkek öğrencilerin puanlarından daha yüksek olduğu tespit edilmiştir.

The Effect of STEAM Applications on Lesson Outcomes and Attitudes in Secondary School Visual Arts Lesson

STEAM is a concept that is made up of the initials of the words science, technology, engineering, arts and mathematics. The aim of this study is to determine the effect of STEAM-based teaching activities on students' lesson achievements and attitudes in secondary school Visual Arts lessons. The study was carried out in a private secondary school in Mersin. The study, which was carried out with 24 students in the experimental and 24 control groups for 5 weeks, was designed according to the experimental model with the control group, which is one of the quantitative research methods. In the study, Secondary School Visual Arts Lesson Acquisition Test and Attitude Scale towards Visual Arts Lesson were used as data collection tools. According to the research findings, there were significant differences in favor of the experimental group in the posttest achievement and attitude scores of the experimental group, in which activities based on the STEAM teaching approach, and the control group, in which traditional teaching was applied.

“You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers

“You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers

USING FINE ART TO TEACH PROGRAMMING

When people enter the gallery of contemporary art, they are met with interactive projections which fill up the room, react to the observer and take them on new adventures. Programmers, animators, architects, musicians, draftsmen, graphic artists, and engineers participate in this kind of works of art as co-creators of the work. The classic notion that an artist is someone who can draw or paint beautiful is misguided in modern art. Today the so-called artists are people who use all their knowledge and skills at their disposal to convey their message or view of the world. Art has always reflected the time in which it was created. So how do we include content in art lessons that require students to develop competencies they will need in the 21st century? Animated film as a style of artistic expression is not exactly modern but is something new in the curriculum of fine arts. I tried different techniques and procedures to teach students the concepts of creating animations. From drawn animation, stop-motion animation to computer animation. The latter has many production methods and procedures, but I think combining animation and programming the students can achieve many goals and competencies necessary for their future lives or careers. The student has to understand how the animation is created, and plan how to implement the programming code to display their wishes. Programming develops logical thinking, which allows children to break down complex problems into smaller and more manageable ones which are easier to solve. My goal for the students is they learn to use construction knowledge, collaboration, communication, and ICT in art classes and additionally learn how to program. Keywords: computer animation, interactive projections, visual art, Scratch

ВИКОРИСТАННЯ ЦИФРОВИХ ТЕХНОЛОГІЙ У МИСТЕЦЬКІЙ ОСВІТІ

In the period of rapid development of the information society and the spread of modern ways of obtaining educational information by students, the future teacher must quickly respond to today's demands and introduce various digital technologies. The article outlines the range of objectively existing contradictions between society's requirements for general secondary education institutions and the results of students' general arts education. The work aims to highlight various aspects of using digital technologies in art lessons. Their advantages are analyzed under the conditions of methodologically competent and expedient application of forms and methods of education that correspond to the age characteristics of students and provide for their performance of various creative tasks. To solve the goal, the following tasks are defined: to consider the interpretation of the concept of «digital technologies», and to analyze and classify digital technologies in arts education, in particular, those used in art lessons in general secondary education institutions. The classification of digital technologies in art lessons is proposed: educational (methodical) and specialized (applied). The first group includes those used in the educational process and aimed at supporting the professional activity of the art teacher. The authors interpret digital educational technologies as ICT technologies used in various types of education to solve specific educational tasks with the help of digital content. A classification of types of digital educational technologies that can be used in art education to solve certain didactic stages of professional activity by their orientation is proposed. The second group includes digital technologies that help in solving complex specialized tasks and practical problems in the field of art. Didactic conditions for the use of digital technologies in art lessons in general secondary education institutions, as well as their features, are listed. Pupil examples of completed tasks using ThingLink interactive poster creation services and WordArt word cloud in art lessons are given. Key words: digital technologies, arts education, educational process, art lessons, educational (methodical) digital technologies, specialized (applied) digital technologies.

Translanguaging flows in Chinese word instruction: Potential critical sociolinguistic engagement with children’s artistic representations of Chinese characters

ABSTRACT Translanguaging (TL) theory underscores individuals’ agentive deployment of all semiotic resources to construct meaning, highlighting language as part of an integrated repertoire for communication. To explore the potential of pedagogical TL in Chinese vocabulary instruction, this paper focused on one Chinese Language Arts lesson from a larger study on TL pedagogies in a multiethnic Grade 3 Mandarin-English dual language bilingual education classroom in a U.S. public school. The teacher in this lesson provided an explicit instruction on word origins andknowledge and then students were encouraged to use their imagination to create visual narratives of different Chinese characters based on their orthography and semantics. We performed a fine-grained analysis of the teacher’s instructional practice and a multimodal analysis of children’s Chinese character art as a visual narrative. We found that the teacher engaged in TL practices, mobilizing a range of multimodal, multilingual and multisensory resources to facilitate the co-construction of meaning with students. We also saw that the students’ word art design – the crossing between linguistic and visual signs – index their funds of knowledge and sociocultural values, which could potentially open up spaces for more critical discussions on the complex intersections of language, culture and beliefs.

PELATIHAN ORIGAMI DAN POP-UP BAGI GURU TK DIAN PERTIWI UNTUK MEMPERKENALKAN HEWAN PELIHARAAN

<p><em>Early Child Education (ECE) students, who are 3-6 years old, are in Pre-Operation cognitive stage, that trying to recognize all their surroundings. ECE schools manage to introduce them simple objects, animals, their families and others. Furthermore, school also train students to be ready for reading, writing and counting. Art lesson can be one method to introduce objects and their environment, also to practice their fine motor skills. TK Dian Pertiwi as one of ECE school also implement art lesson in their curriculum. However, since the teachers are having more concern on other skills development and not all of teachers are having interest and skill on art either, it is necessary to execute a training to upgrade teacher’s ability on developing and delivering the art lesson to the students in attractive and educative method, that it may expand students’ cognitive ability as well. Therefore, in January 10, 2022 Visual Communication Design Department of Bunda Mulia University executed a training for TK Dian Pertiwi Teachers as community service activity. The training titled“Creative Origami and Pop Up to Introduce Pet Animals for ECE Students”, was executed online using Gmeet platform, due to Large Scale Social Restriction Policy announced by Republic of Indonesia government caused by Covid-19 Pandemic. The training was divided into two sessions to explain about origami and pop up. Both sessions presented information such as history, benefit, types, basic technic, materials, and demonstration about how to make origami and pop-up forming pet animals, such as cat, dog, rabbit, and other pets. The participant followed both demonstration by doing the instruction and making their own origami and pop up. After the training participants are able to create pet animals using origami and pop-up technics, choosing appropriate materials, recognize the benefit of both technics and having inspiration to develop the art lessons.</em></p>

Reconsidering Gender Roles Through Art Activities at Home

전 세계적으로 코로나19 팬데믹은 많은 가족의 삶의 변화를 야기하였다. 전염병의 대유행과 관련된 혼란은 특히 어린 자녀를 둔 어머니들에게 추가적인 가사 및 양육의 부담을 가중하며 부정적인 영향을 미쳤다. 팬데믹은 한국에 사는 초기 연구원 이자 두 어린 자녀의 엄마인 연구자의 삶에도 변화를 가져왔다. 코로나19로 인한 자가 격리 기간 연구자는 본인의 교차 역할 정체성을 수용하기 위하여 자녀들을 위한 미술 활동을 계획하고 실행하였다. 미술 활동은 아이들의 성평등 사고 증진에 도움이 될 수 있는 미술 작품 감상과 만들기 활동으로 고안하였다. 모든 활동은 비디오 녹화되고, 활동 후 문서화되었다. 자료 분석 결과, 미술 활동(감상과 만들기)은 부모와 아이가 성 역할과 성 고정관념에 대하여 재미있고 흥미로운 방식으로 논의하도록 매개 역할을 하였다. 본 연구는 성 역할 고정 관념에 대한 재고를 돕는 미술 수업의 구체적인 예시와 연구자의 엄마/교육자/연구자로서의 교차 역할 정체성을 수용하는 시도를 제공한다는 점에서 의의가 있다.The outbreak of the COVID-19 pandemic has changed the lives of families worldwide. Studies show these pandemic-related disruptions had negative effects on mothers due to additional household care and childcare. The pandemic has also caused changes in my life as an early-career researcher and a mother of two young children living in South Korea. To embrace my intersectional role identities during the self-quarantine, I designed art activities that might support promoting gender equity in young children and facilitated them with my children. The findings suggest that the engagements with the art (both viewing and making) provided opportunities for the family to discuss gender roles and gender stereotypes in a fun and engaging way. This article presents specific examples of art lessons that bring awareness of gender stereotypes, as well as children’s responses to the lessons, which might offer insights and educational implications to interested art educators and caregivers.