Art Lessons Research Articles

УРОК ИЗОБРАЗИТЕЛЬНОГО ИСКУССТВА В СОВРЕМЕННОЙ ШКОЛЕ: МОСКОВСКАЯ ЭЛЕКТРОННАЯ ШКОЛА И ТРАДИЦИИ В ОБУЧЕНИИ РИСОВАНИЮ

The article deals with the digital educational environment of the Moscow Electronic School in the context of its use in art lessons at school. The authors emphasize the positive impact of forming a single library of electronic resources in all academic subjects. The article analyzes the specific features of the scenario of the Moscow Electronic School lesson in fine arts, offers a universal model of such a scenario and describes its key aspects.

Діалог на уроках мистецтва

У статті розглядається діалог як форма педагогічного спілкування, яке є засобом інтерпретаційної діяльності учнів під час сприймання і обговорення мистецьких творів; і діалог як метод спілкування з мистецьким твором, митцем, що слугує пізнанню різних видів мистецтва. Метою застосування діалогу вчителем (як форми педагогічної взаємодії і як методу пізнання мистецтва) є активізація учня у розкритті змісту художнього образу мистецького твору, що ґрунтується на особистісному художньо-естетичному досвіді, знаннях про художні засоби виразності, вмінні порівнювати й узагальнювати та рефлексії учня. Наведено приклади уроків мистецтва у 8 класі.

Painting education during pandemic process

TThe research is of qualitative character and is a case study. Participants are teachers with at least 10 years of seniority who teach online painting training in Izmir. 6 art teachers voluntarily participated in the study. Semi-structured Interview Form was used as data collection tool. The semi-structured interview questions were 10, and 2 were submitted to expert opinions and corrections were made. An example interview question; “Since it is important to exhibit student works, what do you think about the pandemic process of the exhibition reaching its purpose and being efficient? Why is that?". Content analysis technique was used in the analysis of the data, and the themes and sub-themes created as a result of the analysis were presented in the report in tables. As a result of the research; There are opinions stating that they use distance education tools, that they have sufficient and insufficient opinion about the adequacy of the technological tools used, that painting art education can and cannot be done online. They stated that there is an inability to give feedback about the difficulties experienced, the absence of an applied environment, the limited access of every student to technological tools, and interventions may occur from where the student lives in the education. They stated that they overcame the problems with virtual environments with sharing groups. They stated that their students' participation in education was generally high. They made suggestions such as making videos and improving the discipline in order to increase efficiency. They stated that they used whatsapp and uploading to the system. They stated that the students did not participate much in the creation of the online exhibition and they could not get much efficiency. They stated that the applied painting course is mostly taught theoretically through distance education. As a result of the interviews, the online painting lesson is not at a level to meet the expectations, there are deficiencies, there are problems in the application part of the students, although there are theoretical learning while taking online painting lessons, therefore, the online art lesson education cannot replace face-to-face education, There is a common opinion of the majority as it is processed.

THE BALTIC PORTRAIT AND STILL LIFE PAINTER ALEXANDRA VON BERCKHOLTZ (1821–1899)

The Baltic artist Alexandra von Berckholtz was among the mostimportant portrait painters of her time. However, her works haddisappeared from art-historical memory because, after her death, theywere sold and spread all over the world. An international researchproject started in 2014 was able to rediscover her works and her lifestory.Von Berckholtz was given her first art lessons in 1841 by the courtpainter Louis Wagner in Karlsruhe, Germany. From 1847 until 1854she studied in Paris at the studio of the history painter Joseph-NicolasRobert-Fleury, who had considerable influence on her pictorialstyle which combined realism and idealism. Another significantinfluence was Richard Lauchert, a former student and close friendof Franz Xaver Winterhalter. Von Berckholtz’s numerous travels,e.g. to Switzerland, France, and the Czech Republic, were also arich source of inspiration. She changed the conventions of nobilityportrait and concentrated on still lifes in her later work, in whichshe reflected the Dutch style of the Baroque period. Alexandra vonBerckholtz associated with important personalities from the fieldsof art, music, politics, and technology, and was socially active.

Формування мистецьких знань підлітка відповідно до їх вікових особливостей та потреб

У статті розглядаються питання, пов’язані із впливом вікових особливостей та потреб на формування мистецьких знань підлітка. На їх основі визначено об’єктивні та суб’єктивні чинники, що впливають на засвоєння знань. Визначено їх важливість, яка проявляється під час формування знань учнів на інтегрованому уроці музики.

Комп’ютерні технології в методиці формування творчої самореалізації магістрантів

Досліджено питання впровадження комп’ютерних технологій у процес формування творчої самореалізації магістрантів музичного мистецтва під час вивчення циклу диригентсько-хорових дисциплін у вищому педагогічному навчальному закладі. Охарактеризована сутність фахової підготовки студентів до музично-педагогічної діяльності з учнями загальноосвітньої школи, а саме проведення вокально-хорової роботи на уроках музичного мистецтва. Запропоновані навчальні методи спрямовані на формування творчої самореалізації магістрантів музичного мистецтва. Використання комп’ютерних технологій здійснюється порівняно з вирішенням організаційних, методичних і навчальних завдань під час музично-педагогічної діяльності вчителя музичного мистецтва зі школярами. Виявлена необхідність оволодіння магістрантами музичного мистецтва навчальними методами, що передбачає широке використання можливостей засобів мультимедіа, комп’ютерних технологій, залучення учнів до евристичної діяльності. Обґрунтована гіпотеза, що використання комп’ютерних технологій в музичному навчанні підвищить мотивацію студентів до творчої самореалізації.

TURKISH CHILDREN’S VIEWS REGARDING VISUAL ARTS LESSON: A CRITICAL PERSPECTIVE

The developments that have taken place on a daily basis from the past have caused great changes in our perspective on art and artists. Along with the developing technology, great changes in art have come to the fore and contributed to the development of modern art movements. We see this development in visual arts as it is in every field. In today's world where communication has developed rapidly, there are many benefits that art has provided to us. Art is emerging as a powerful means of communication with these aspects. Art emerges as an important element in the journey of understanding, expressing oneself about social environment and inner world. This element of art gives a critical point of view against everything that happens in our circle. We can develop this point of view with art criticism. In this study, the participants were asked to produce their views about visual arts lesson. 240 primary school students participated in the study. No time limit was given. The results show that the participants guided their attention and associations more on design principles, elements, environmental factors, materials and abstract thinking. Article visualizations:

Compassion Fatigue

As art teachers engage with big ideas such as identity, relationships, power, and conflict in art lessons, students may share experiences of trauma with teachers. Art teachers aren’t being taught how to cope with student trauma, leading to compassion fatigue, burnout, and dropout. Teacher self-care is essential with the increase in trauma-informed education. I studied with a middle school art teacher in Columbus, Ohio who was experiencing compassion fatigue. Through a critical pedagogy and post-structuralist lens, I exchanged stories with her. To represent the teacher’s voice, I turned each interview question/response into a participant-voiced poem, and responded with a researcher-voiced poem. I created short stories written from a student perspective to demonstrate student trauma by combining true stories of the students and fiction. Themes included poverty, homelessness/parents with disabilities, suicide, and single-parent homes. To demonstrate compassion fatigue solutions, the teacher and I collaboratively created an artwork, using student artworks too. Findings discussed include recommendations for support, resources, time, structure, and professional development to sustain empathetic teachers. Art teachers with students experiencing trauma and teacher preparation programs benefit from this research. With resources and training, art teachers can become powerful agents in changing students’ traumatic circumstances and instilling student resilience.

Effects of Response Cards on Fourth-Grade Students’ Participation and Disruptive Behavior During Language Arts Lessons in an Inclusive Elementary Classroom

Many teachers state that disruptive behavior in their classroom is one of their main challenges, and it often results in a loss of instructional time. Teachers also have difficulty in providing opportunities for their students to be actively engaged in their own learning. This study used an ABAB reversal design to investigate the effects of preprinted response cards on students’ participation and disruptive behavior in a fourth-grade inclusive elementary classroom during language arts instruction. The findings of this study showed that the use of preprinted response cards resulted in increased participation for all five target students. Limitations of the study, areas for future research to investigate, and implications for practice are discussed.

ПІДГОТОВКА МАЙБУТНІХ ВЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ВПРОВАДЖЕННЯ НЕСТАНДАРТНИХ ТЕХНІК ЗОБРАЖЕННЯ НА УРОКАХ ОБРАЗОТВОРЧОГО МИСТЕЦТВА

The current state of development of art education requires high-quality training of future teachers to use non-traditional image techniques in elementary school. Teaching children the different techniques of drawing, mastering various materials, ways of working with them are very important for the development of creativity of junior schoolchildren, provide an opportunity to more effectively transfer images in their impressions of the surrounding life. Non-traditional imaging techniques contribute to the development of the creative potential of the child, enhancing its creative abilities; stimulate manifestations of autonomy, initiative, expression of the individuality of children in creative activity; the establishment of effective communicative interaction with children during joint artistic and creative activities.The introduction of non-traditional imaging techniques in fine arts lessons in elementary school requires the skillful influence of a teacher, who must manage the artistic and creative process of children. The purpose of the article is the disclosure of the features of training future teachers to introduce non-standard image techniques in the fine arts lessons in elementary school.The training of future primary school teachers to the introduction of non-traditional imaging techniques in fine arts lessons includes: mastering the knowledge, skills and abilities to guide the artistic and creative activities of children; the formation of skills to use non-traditional techniques of the image in the course of graphic activity during practical and laboratory classes, independent work, imitation of the actions of university teachers; acquaintance with the pedagogical experience of the organization of non-traditional graphic activity of pupils in elementary school; self-improvement and enhancement of pedagogical skills throughout life. The prospect is to create a model of the formation of readiness of future teachers to introduce non-standard image techniques in the fine arts lessons in elementary school.

УКРАЇНСЬКІ НАРОДНІ ДУМИ В СУПРОВОДІ КОБЗИ-БАНДУРИ ЯК ДЖЕРЕЛО МУЗИЧНО-ЕСТЕТИЧНОГО ВИХОВАННЯ ПІДРОСТАЮЧОГО ПОКОЛІННЯ

The article is devoted to the study of the problem of musical and aesthetic education of the upcoming generation based on highly artistic vocal-instrumental samples, which are epic works, namely, Ukrainian folk dumas accompanied by kobza-bandura, which became an irreplaceable part of the musical genre attribute of the kobza players. It states that the vocal-instrumental art of folk performers has always had a significant impact on musical and aesthetic education and upbringing, since their social and professional activities, despite all prohibitions and persecutions, have always been aimed at awakening the consciousness of the Ukrainian people, preservation and further development of its cultural heritage, propagation of Christian faith and high morals, love for people, native land, as well as being demanding to one’s repertoire and performance. The article notes that in modern educational reform considerable attention is being paid to the musical and aesthetic upbringing of the young generation, which aims at expanding the spiritual world, forming an emotional sphere, developing a sense of beauty, and improving musical taste. The leading role in the modern process of musical and aesthetic education of school youth in Ukraine is played by a teacher of music, whose work is a musical and aesthetic center in a public school. The true education of the child should be based first and foremost on the cultural and historical values of his or her nation; therefore special attention is paid to the process of studying the duma epos works by school students during musical art lessons. The authors note that the Ukrainian folk dumas belonging to the unique heritage of the world’s epic traditional culture preserve and convey the sacramental culture of our people, reproduce its cultural and historical values, are the best help to form the high moral qualities and national-patriotic feelings of the upcoming generation.

The effect of therapeutic art lessons on enhancing the sense of consideration and self-esteem of 5th graders in elementary school

본 연구의 목적은 치료적 미술 수업이 초등학교 5학년의 배려심과 자아존중감 향상에 미치는 영향을 밝히고 향후 지속적으 로 치료적 미술 수업이 학교 교육현장에서 활용되는데 필요한 기초 자료를 마련하는 데 있다. 이를 위하여 본 연구에서는 치료적 미술 수업을 독립 변인으로, 배려심과 자아존중감 변화를 종속 변인으로 하는 사전·사후검사 통제집단 설계를 사용하였다. 본 연구의 결과는 첫째, 치료적 미술 수업은 초등학교 5학년의 배려심 향상에 긍정적인 영향을 끼쳤다. 둘째, 치료적 미술 수업은 초등학교 5학년의 자아존중감 향상에 긍정적인 영향을 끼쳤다. 셋째, 치료적 미술 수업의 과정 및 결과에 대해 질적 분석을 한 결과 치료적 미술 수업은 초등학교 5학년의 배려심과 자아존중감 향상에 긍정적인 영향을 끼쳤다. 본 연구는 초등학교 교육과정 안에서 이루어지는 치료적 접근의 긍정적인 영향을 밝혔으며, 교육과정에 초등학생을 대상으로 하는 치료적 접근의 필요성을 입증한 경험적 연구라는 데에서 그 의의를 찾을 수 있다.This study aims to identify the effect of therapeutic art lessons on enhancing the sense of consideration and self-esteem of 5th graders in elementary school. It also aims to collect preliminary data necessary for continuing the therapeutic art lessons in classroom settings. To answer these research questions, this study used an experimental design involving a pre-test and post-test control group, with therapeutic art lessons as the independent variable, and changes in the sense of consideration and self-esteem as the dependent variables. Based on the study results, the effects of the therapeutic art lessons are first, therapeutic art lessons had a positive effect on the 5th graders’ sense of consideration. Second, therapeutic art lessons had a positive effect on the 5th graders’ self-esteem. Third, based on the qualitative analysis of the process and results of therapeutic art lessons, the study established that these lessons had a positive effect on the 5th graders’ sense of consideration and self-esteem.

Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education

AbstractThe emergence of new media provides new tools for promoting critical thinking and creativity in an environment that encourages collaboration, co‐authoring and sharing ideas and artworks with audiences. Embedding new media in art lessons and integrating art with other disciplines not only promotes visual competence but also transversal competences necessary for the future lives of children. Despite the many benefits that this process entails, there is still no broad integration of new media in art lessons or art integration through technology in primary schools, as teachers are often oblivious of the new possibilities and means of engaging children. However, there is a need to embrace today’s dominant culture of communication if we really want to prepare children for the future. This article is about art technology integration in the primary classroom. It discusses ways of studying important real‐life issues with children and of bridging the gap between school life and daily life. It reports on two case studies with sixth grade classes (11–12 years old) that engaged in a stop motion animation project to communicate messages that were important to the children. Children shared powerful stories, anchored in real‐life contexts and developed critical thinking, communication, collaboration and creativity skills. The findings contribute to the discussions about arts integration that are grounded in empirical qualitative data. The implications of the study move beyond the art subject itself and highlight how generalist teachers can embrace interdisciplinarity and art integration, and view art as transformative pedagogy in the curriculum.

ИНТЕГРИРОВАННЫЙ ПОДХОД К ФОРМИРОВАНИЮ ГЕОМЕТРИЧЕСКИХ ПРЕДСТАВЛЕНИЙ У МЛАДШИХ ШКОЛЬНИКОВ

The article reveals the possibility of primary schoolchildren’s geometric conceptions forming on the basis of the integrated approach that helps pupils to see and realize that geometric phenomena take place not only in mathematics but also in nature and visual arts. It is shown that modern school focuses on the study of autonomous subjects, which without interdisciplinary connections do not allow teaching and educating primary schoolchildren in a versatile way. That is why the ability to transfer knowledge from one subject area to another is an indicator of a pupil’s intellectual development, it forms a holistic view of nature and society. The integrated approach to teaching primary schoolchildren is presented by the example of a fragment of a Fine Art lesson at primary school (grade 2).

Young black women curate visual arts e-portfolios: negotiating digital disciplined identities, infrastructural inequality and public visibility

ABSTRACTDespite the growing importance of digital portfolios for justifying creative work and study opportunities, little is known about arts students’ creative appropriation of online portfolios in secondary school. In particular, there is a research gap concerning the challenges that young black women face when curating portfolios as visual arts students. This paper describes the key challenges that three such government school students negotiated when taught to creatively appropriate an online portfolio software for curating showcase visual arts e-portfolios: In formal contexts, art students’ e-portfolios are strongly shaped by assimilatory norms. Visual arts students who want to develop portfolios that follow local or global crafts and fandoms must negotiate their low status in, or complete exclusion from, the national syllabus. Students in under-resourced school and home settings may already be using other online portfolio solutions that suit their purposes better than the particular software prescribed in arts lessons. Online portfolios are public by default and young women negotiated this risk by using pseudonymous self-presentations. Each student's classroom practices were also constrained by a technology selected for its minimalist exhibition aesthetic. Students curated showcase exhibitions, but the prescribed service did not facilitate a wider exploration of contemporary digital practices.

How Do Effective Upper Elementary Teachers of English Language Learners Show Support?

Background/Context Latino English language learners (ELLs) comprise a rapidly growing portion of the student population, and much empirical attention has been devoted to supporting their English language and literacy proficiency. Less is known about how to support Latino ELLs’ social-emotional needs. Latino ELLs face the dual challenge of learning English and academic content simultaneously; they also may face stigma, anti-immigration sentiment, and deficit perspectives from teachers and peers. Consequently, they may be in especial need of support from their teachers. Research Question This study addresses the question, How do effective teachers show support within upper elementary classrooms with varying levels of English language proficiency? Research Design We employed a multiple and comparative case study approach to answer this question, using videotaped English language arts lessons from the Measures of Effective Teaching data set. We compared how teachers demonstrate supportiveness in three types of fourth- and fifth-grade classrooms: (1) high-ELL and high-gains; (2) no-ELL and high-gains; and (3) high-ELL and low-gains. Conclusion/Recommendations We observed that only high-ELL, high-gains teachers showed supportiveness in the following distinct ways: through contingent and effusive praise, by describing the relevance of content, and by advancing relationships with students. We discussed why these demonstrations of supportiveness may be important, particularly for Latino ELLs. We conclude with ideas for future research and practical implications for teachers and teacher preparation programs.

PEMBENTUKAN KARAKTER SISWA BERBASIS PENDIDIKAN SENI BUDAYA DI MAN 1 PALU

This research is titled ‘Forming Student Character Based on Cultural Arts Education at MAN 1 Palu’. The problems in this study are (1) What is the strategy of cultural arts-based character education in MAN 1 Palu, (2) What are the supporting and inhibiting factors of cultural arts-based character education at the level of senior high school education, (3) students, students, local education providers about the implementation and benefits of art and culture-based character education. The study was conducted at MAN 1 Palu with consideration (1) MAN 1 Palu was predicated as one of the schools active in the development of art and culture, (2) As an active school it turned out that it had many achievements both at the local and national level. The results of this research to show: (1) Art and cultural based character education in MAN 1 Palu using habituation methods, (2) Schools have character education bases that are highlighted, (3) Cultural arts subjects have been implemented in character education, (4) Education characters are not exclusive in cultural arts lessons but throughout subjects

Intrepid Teacher Abroad

This study describes development of teacher knowledge through a short term, early field experience, for preservice teachers who taught place-based art lessons in a community-center in Japan. Eight U.S. undergraduate, pre-credential students participated in this study. The author of this paper, a participant observer, collected and examined pre- and post-questionnaire responses, participant observation field notes, photographs, and one three-years-after reflection, through constant comparison, thematic analysis, and explanatory case study. This study found no negative outcomes for preservice teachers. Findings from this study concur with a growing body of literature that explores how a short term, international, early field experience can foster the development of teacher knowledge, including pedagogy, subject matter, students and environmental context, and further suggest that short term, international, early field experiences teaching place-based art can foster professional achievement.

ХУДОЖНЬО-СПЕЦИФІЧНІ ПРИНЦИПИ ІНТЕГРОВАНОГО ВИКЛАДАННЯ МУЗИЧНОГО МИСТЕЦТВА В ПОЧАТКОВІЙ ШКОЛІ

A system of artistic principles is explained in the article. The peculiarity and use of such principles is essential for the effectiveness of integrated topical musical art lessons. Mastering these principles by a teacher facilitates to understanding a compound artistic content by primary school pupils in interdisciplinary topical lessons, ensures their development in consonance with the world of art, social and natural environment. Together with didactic and other artistic and specific principles they are to control pedagogical process at integrated art lessons and to lead to the achievement of the main objective that is to form a real view of life by primary school pupils.The main condition is the cooperation of a music teacher with teachers of other disciplines, concurrence in realization of common methodological approaches, didactic and artistic principles and methods that facilitate to mastering an integrated complex of artistic content of education by pupils.In the article we proved a synthesizing role of music, its interaction with other kinds of art due to the resonance effect – a basic music characteristic in the process of its perception by pupils. It forms in the pupils’ consciousness ability to inner understanding of multiartistic material (music, literature, art) and ensures the world perception by primary school pupils from the perspective of integrity, artistic and figurative content, perception of world as a true picture.Insufficient work on theoretical consonances that allow to choose and structure a learning material of art disciplines into unified didactic units as a basis for integrated teaching, and unwillingness or inability to use methods that favor to content diffusion of different arts in education process, is an obstructive factor in the integrated processes of art education of primary school pupils.Displaying the different artistic abilities of primary school pupils under the conditions of integrated process at art lessons gives an opportunity to ensure its wider and full artistic development, to broaden a common cognitive base (world perception, thinking, imagination, speech) as a basis for successful mastering other academic disciplines.

“You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom

ABSTRACTThis study explores the exercise of student agency in an alternative educational setting in England by considering students’ verbal interactions during an art lesson in which they created masks and during an engineering lesson in which they developed model rockets. We build on pre-existing operationalisations of student agency by drawing attention to some of the more particular linguistic features that characterise the exercise of agency in immediate classroom situations. Our findings demonstrate that the participating students were responding to, renegotiating, or resisting their teacher’s agendas in subtle ways, depending on the contingencies of the moment.