Art Of Teaching Research Articles

Optimized Hamiltonian Deep Neural Network-Based Art Education Teaching Content and Evaluation System

The organized educational processes and experiences created to promote a comprehension and appreciation of the visual arts are referred to as art education. It includes a variety of exercises designed to foster artistic abilities, the ability to express oneself creatively, and a greater understanding of artistic ideas and background. There are several places where art instruction can take place, such as private studios, museums, community centers, and schools. In this manuscript, Optimized Hamiltonian Deep Neural Network-Based Art Education Teaching Content and Evaluation System (HDNN-AETC-ES) is proposed. Initially the data is collect from MADS dataset. To execute this, input data is pre-processed using Adaptive Distorted Gaussian Matched Filter (ADGMF) and it removes the noise from collected data. Then, data is fed to Hamiltonian Deep Neural Network (HDNN)for effectively categorized Technology-Based Art Teaching Platform. Generally, HDNN doesn’t express adapting optimization approaches to determine optimal parameters to ensure accurate art teaching. Hence, the Tasmanian Devil Optimization Algorithm (TDOA) to optimize Hamiltonian Deep Neural Network which accurately evaluated the art teaching. Then the proposed HDNN-AETC-ES is implemented and the performance metrics likes accuracy, precision, recall, F1-score, computation time, ROC are analyzed. Performance of the HDNN-AETC-ES approach attains 18.41%, 24.08% and 32.57% higher accuracy, 20.31%, 21.08% and 22.57% higher Precision and 21.41%, 22.08% and 23.55% higher recall when analyzed through existing techniques like art education teaching content using optimization of digital art teaching platform depend on information technology with deep learning (DAT-IT-DL), building arts education policy utilizing tools of out-of-school time youth arts organizations (BAEP-ST-YAO) and investigating arts education effects on school engagement with climate (IAE-ES-EC) methods respectively.

Managers to Support the Core Literacy Innovation Strategy of Art Teaching

In the teaching work of higher education, under the guidance of the core quality concept, the external art education pays attention to the cultivation of discipline quality, innovation quality, practical quality, international vision and social responsibility. This is not only of great significance and value to the art major students in higher education, but also assumes a great responsibility. This paper uses the interview method to visit 26 college art education practitioners of Hunan Vocational Foreign Language College. Using thematic analysis, we explore what kind of support managers should provide for the core literacy innovation strategy of art teaching in the teaching process. Through this article, aims to arouse a more profound understanding of art teaching in colleges and universities, to improve the emphasis of the art teaching, at the same time, the effective management support for disciplines and students ‘overall ability have help, help to establish a more perfect art teaching system, to better meet the demand of today’s society for higher education, cultivate more comprehensive quality of professional talents.

Research on the issues of Comprehensive printmaking teaching in art teaching in primary and secondary schools

Research on the issues of Comprehensive printmaking teaching in art teaching in primary and secondary schools

Communities of practice in art and design teaching in higher education: Considering the literature

This article provides an overview of relevant literature related to the broader research area of communities of practice, and indicates relationships between this literature and the disciplinary context of art and design teaching in Higher Education. Initially the rationale for selection of literature is provided, then the specific disciplinary context of the research area is indicated, through the lens of signature pedagogies, in order to situate the research in context and explore the use of these pedagogies in relation to learning and teaching art and design. Communities of practice, and developments within this concept, are explored, providing an understanding of how learning and teaching may occur in practically focused subject areas. Finally insights from both bodies of literature are synthesised to indicate implications for art and design in higher education, and opportunities for further research.

Sensitive Sharing and the Corda de Nó(s) Emancipation and Autonomy in the Teaching of Arts

RESUMO O presente artigo propõe discutir a práxis estética e poética na performance arte Corda de Nó(s), com base nas narrativas teatral e visual direcionadas para a emancipação intelectual e para a ampliação do sensível a partir da experiência docente de uma unidade escolar pública municipal, da cidade de Palmas (TO). Esse estudo debruça-se em metodologia qualitativa de narrativa oral e exploratória e nos cadernos de campo dos pesquisadores, elaborados durante as atividades a que se refere este texto, em articulação com estudos bibliográficos, nos conceitos de preparo, desenvolvimento e conclusão do plano de aula da disciplina Artes, baseado no ensino universal, tal como proposto por Jacques Rancière.

Tapping into the art of teaching: Unveiling pedagogical content mastery through a riveting case study

This study aims to examine investigate variations in teachers’ perspectives regarding the pedagogical content knowledge acquired through the school experience in the pre-2018 curriculum for elementary mathematics teaching compared to its updated counterpart, now known as teaching practice in the current curriculum. In this direction, six teachers from the department of elementary mathematics teaching at the faculty of education of a university in Western part of Turkey were selected by criterion sampling method. A semi-structured interview form developed by the researchers was used as a data collection tool in the study in which holistic multiple case design, one of the qualitative research methods, was used. The data obtained were analyzed by content analysis. As a result of the research, it was found that the teachers who studied with the old program were inadequate compared to the teachers who studied with the updated program in terms of classroom management, communication with students teaching methods, skills to use techniques.

The school is also samba: art teaching as an experience and construction of a decolonial learning process

This article discusses a teaching experience, in the teaching of Art, with students in the 9th year of Elementary School II, at the Escola Municipal Professor Waldson José Bastos Pinheiro, in the community of Vale Dourado, in the neighborhood of Nossa Senhora da Presentação, a school from the public network in Natal (RN). It analyzes Samba as an object of study from the perspective of decolonial learning, identifying how African dances influenced Brazilian culture and, in particular, the theme in question. It problematizes the political-social ills inherited from colonialist exploitation in Brazil and points to the legitimization of cultural manifestations of African origin as actions of resistance and construction of knowledge and learning. The theoretical basis with which we work is based on Freirean pedagogy (FREIRE, 1998); as well as, from the perspective of resuming the “triangular approach” (BARBOSA, 2010) as an epistemological basis. For reflections regarding the teaching of dance practice, Vieira (2007) and Marques (2003) are used. In the historical-social contextualization of the theme in an anthropological and sociological perspective of the Brazilian body, the African rhythm and diversity, the materiality of this rhythm and its relationships, the basis is sought in Sodré (1998).

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.

Construction of teaching system of public art major using CMOS image sensor technology

The traditional public art education model has many drawbacks. After all, this teaching model is the most common teaching model. Most colleges and universities still rely on the traditional teaching mode. This teaching mode is not attractive, boring, and low cost, so the popularity rate is high. The digital interactive design with multimedia courseware as the main body has played a great role in promoting the teaching of public art education in colleges and universities. In this paper, when teachers use multimedia courseware for teaching, because the computer cannot process physical signals, part of the hardware is a converter that converts physical signals such as light and pictures received by the CMOS sensor into digital signals and inputs them to digital signals and analog signals. Through the converter, the two-way transmission of teacher and student information in the teaching process of public art majors from the perspective of diversified public art was realized. At the same time, the information elements of sound, image and text were integrated into the interactive works of public art majors from the perspective of diverse public art, so as to stimulate students’ interest in public art learning. Combined with the application of CMOS image sensor technology in diversified public art teaching, a questionnaire survey was conducted to explore the satisfaction of students in public art education and teaching of colleges and universities by CMOS image sensor technology, 50% of the students agreed with the proposal in this article. In this paper, the diversified public art teaching based on CMOS image sensor technology was derived outside the classroom, and the teaching was related to students’ life, so as to improve the artistic atmosphere of the campus and truly improve the teaching effect of public art education in colleges and universities.

Practical and Theoretical Aspects of Teaching Methods from the Faculty of Fine Arts in France

In the current changing world, named the era of knowledge explosion, diversity and modernity, art professors and teachers as well as those who have been involved in teaching art in institutions and any related centers have been trying to find out the influence of teaching methods in the field of art. Several studies about practical and theoretical methods of teaching art in French faculties and schools have been undertaken. It is worthy to mention that these methods are very useful to apply in other schools outside of France. Art faculties and schools of Fine Arts dedicate some practical and theoretical methods to teach their required matters perfectly. There are some lectures and exercises that in theoretical and practical actions of the professors whose initial idea is to solve problems on the spot during the process of making artworks. These methods are constantly upgrading after each lecture and exercise to improve the ethods of teaching art at the faculties and schools of Fine Arts. The main objective of this paper is to describe some methods that directly relates to the interactive effect between professors and students. These methods provide an opportunity to develop further teaching methods and the formation of the methodological framework of lectures and exercises. The research handles comparative and descriptive teaching methods as well as academic. The result of this research is one of the possible methodological structures that proposed teaching aids that can be further developed and upgraded to improve teaching at the Faculties and schools of Fine Arts.

예술가교사(teaching artist) 체험에 관한 생애사 연구

The purpose of this study is to explore the identity that teaching artists construct as they experience arts and culture education. Through the life history research method, I looked in depth at the present lives of eight visual arts major research participants from their childhood to the present day as teaching artists and how the art educational experiences permeate the artists’ lives and construct their identities. First, while un-derstanding the overall life process of teaching artists, I looked into the main background of working as artists and teaching artists. Next, the period when research participants took the role of teaching artists can be described in four categories: art class process, experiences with fellow teaching artists, experi-ences with class participants, and difficulties and conflict situations in art education activities. Based on the analysis of the data, four main meanings were derived: 'a prop for artists to work as artists', 'a coor-dinate to confirm identity', 'a channel to communicate with society', and 'social contribution through art education'. The significance of this study is that it examines the process of identity construction from the perspectives of the teaching artists based on the life histories of the research participants, further expand-ing the identity discussion of the teaching artists and using it as a basis for understanding teaching artists in Korea.

Investigating boundaries and boundary crossing between mathematics and visual art teaching in a collaborative setting

Our study explores boundaries and boundary crossing between communities of mathematics teaching (MT) and visual art teaching (AT). We focus on teacher collaboration, draw on communities of practice and examine the existing boundaries and the way collaborating members handle them. We present data from 17 group meetings of secondary school art and mathematics teachers who try to develop ways of linking ΜΤ and ΑΤ. Results indicate the emerging boundaries by means of discontinuities regarding mathematical practices and tools used in MT and AT, and the disciplines’ teaching and curriculums. Via analysis of the central boundary – the analytical or visual ways of thinking – we present members’ boundary handling that indicates the development and developmental process of integrated practice. The study incorporates boundary crossing processes and learning mechanisms in which the two separate ways of thinking are gradually transformed into an integrated one and reveals possible ways of integration in teaching and learning.

Crafting Inclusive Playful Learning Environments: Exploring Affective Strategies and Atmospheres

This article contributes new critical perspectives to Playful Learning, an emerging educational field rooted in inclusivity, democratic principles, and adaptability. It seeks to bridge the gap between playful learning and affective thinking, exploring how atmospheres can enhance inclusivity within higher educational contexts. Specifically, it investigates artful teaching practices in the Social Education Study Program at a University College in Denmark to uncover affective strategies that foster inclusivity within playful approaches. The article establishes the potential of integrating affect-based thinking in playful learning. It navigates the complexities of the magic circle of play and contextualizes the study within the broader landscape of art education and atmospheres. Drawing from a situated relational approach to affect, it introduces the concept of affective arrangements and atmospheres, showcasing their influence on agency and inclusion. The empirical analysis presents two ethnographic vignettes demonstrating how intentional design choices create atmospheres of inclusion. By shedding light on the interplay between affect, atmospheres, and inclusivity, this article contributes to the emerging field of Playful Learning. It offers critical insights for educators striving to create inclusive playful learning environments.

Philosophy of Al-Farabi In Developing A Digital Music Notation Training Model for High School Art and Culture Teachers Based on CSCL

This article explores the philosophical aspects of Al-Farabi in the development of a music art training model, aimed at assisting high school Art and Culture teachers in understanding and teaching digital music notation. Al-Farabi, a great philosopher from the Classical Islamic period, offers valuable insights into education and learning, which are applicable in the context of music art teaching. The article elucidates how Al-Farabi's views, particularly on ethics, morality, and happiness, can be integrated into a training model based on Computer Support Collaborative Learning (CSCL) to enrich the art teachers' learning experience. Furthermore, it provides an overview of how digital music notation can be implemented in high school cultural arts education and why this approach is relevant in the rapidly evolving context of music education. This article is expected to serve as a guide for developing a holistic and philosophical training model in music art education, focusing on understanding digital music notation and applying Al-Farabi's philosophical principles in the learning process. Additionally, this research highlights the importance of integrating technology in art education, demonstrating how digital approaches can broaden the horizons of music art learning. Moreover, the article seeks to prove how teaching methods inspired by Al-Farabi's thoughts can enhance students' creativity and conceptual understanding in music art.

Application of deep learning algorithm in detecting and analyzing classroom behavior of art teaching

Regarding the problem of automatic detection in art teaching classroom behavior, the research combines the YOLOv5 algorithm in the deep learning algorithm and adds a two-way feature information pyramid function with weighting capability to the neck part of the algorithm to achieve performance-based algorithm improvement. This research prunes and optimizes the model for the campus technology implementation problem to improve the robustness and ease of implementation of the model. The model is designed in line with the model of the art teaching classroom behavior training set, and the applied experimental method is adopted for analysis. The results show that the average accuracy of all classes of state classification is 0.973 level after model improvement, the average accuracy of all classes of state classification is 0.970 level after model pruning, and the realizability of the model is significantly enhanced while the performance and efficiency are improved. Therefore, the research-designed classroom behavior detection and analysis model for art teaching can effectively detect the types of classroom behaviors of students in the process of art teaching with excellent performance, providing an effective way to ensure the quality of student learning in classroom teaching.

중등학교 가창 제재곡과 지도방법에 관한 실태 분석

In recent music classes in secondary schools, singing activities are not well performed, and the proportion of classes is decreasing. The purpose of this study is to understand the reasons and issues related to this trend and explore solutions by analyzing the current state, perceptions, and demands of vocal repertoire and teaching methods in secondary schools singing education. To achieve this goal, various literatures on singing class vocal repertoire and teaching methods were reviewed, and based on this, a survey tool was developed to find out the actual condition and demand of singing class vocal repertoire and teaching methods, and a survey was conducted on middle and high school music teachers nationwide, and statistics on the responses of 67 respondents were analyzed.
 As a result of the analysis, secondary school music teachers were strongly aware of the necessity of singing education. However, in actual music classes, singing classes were allocated as the third priority after instrumental and listening classes, resulting in a decrease in singing education. As singing class vocal repertoire, both art songs and popular music were used in the same ratio, but there was a preference for Korean art songs in the art song category and Korean popular songs in the popular music category. The main contents dealt with when teaching art songs were vocalization and breathing, but in the case of popular music, the focus was on the content of the lyrics and background knowledge.

중등학교 가창 제재곡과 지도방법에 관한 실태 분석

In recent music classes in secondary schools, singing activities are not well performed, and the proportion of classes is decreasing. The purpose of this study is to understand the reasons and issues related to this trend and explore solutions by analyzing the current state, perceptions, and demands of vocal repertoire and teaching methods in secondary schools singing education. To achieve this goal, various literatures on singing class vocal repertoire and teaching methods were reviewed, and based on this, a survey tool was developed to find out the actual condition and demand of singing class vocal repertoire and teaching methods, and a survey was conducted on middle and high school music teachers nationwide, and statistics on the responses of 67 respondents were analyzed.
 As a result of the analysis, secondary school music teachers were strongly aware of the necessity of singing education. However, in actual music classes, singing classes were allocated as the third priority after instrumental and listening classes, resulting in a decrease in singing education. As singing class vocal repertoire, both art songs and popular music were used in the same ratio, but there was a preference for Korean art songs in the art song category and Korean popular songs in the popular music category. The main contents dealt with when teaching art songs were vocalization and breathing, but in the case of popular music, the focus was on the content of the lyrics and background knowledge.

Exploring Visiting Artists' Dual Roles and Constraints in Art Educational Programmes

AbstractThis article investigated the multifaceted role of artists in educational programmes, focusing on the challenges they face while balancing their identity as artist‐teacher, artist teacher, artist‐educator, and artist educator. This research was conducted in two phases. Phase one interrogated the effectiveness of artists taking on dual roles as both artists and educators/teachers within international and New Zealand's educational programmes. This phase advocated for artists to embrace their original role as artists without the additional burdens of other roles. Moving to phase two, this research employed the method of document analysis to investigate the historical and current engagement of artists in students' museum education within the context of New Zealand. Historically, artists were considered as art technicians with no direct involvement in art teaching or creation. Although the current LEOTC and ELC programmes in New Zealand value artists' contributions to art education, they do not indicate artists' involvement in these two programmes. Drawing from the findings of phase one and two, the study proposed a novel model that emphasises the integration of three elements: learning environment (art museum), people (artists), and objects (artworks). This model suggested that the combined action of these three elements could lead to a transformation from teacher‐led teaching to student‐centred learning in art education. Such a transition held the potential to enrich students' educational experience through collaborative efforts between artists, museum educators, and schoolteachers, and also enhance students' interdisciplinary learning experiences.

The integration strategy and effect evaluation of art teaching and mental health counseling in preschool education

As the foundation period of primary education, preschool education is an indispensable part of the national education system, which plays a significant role in the physical, psychological, and physiological aspects of individuals. As an essential introductory course of preschool education, art education not only bears the responsibility of aesthetic education but also plays an essential role in the development of mental health because of its disciplinary characteristics. In this paper, the control group will receive traditional art education and mental health counseling separately, while the experimental group will be provided with a holistic art education program and integrated counseling for mental well-being. The experimental results will have specific practical significance for improving children's art education and promoting children's mental health development.

Improving the Efficiency of College Art Teaching Based on Neural Networks

How to develop a teaching management system to improve the teaching efficiency of art courses has become an important challenge at present. This article takes university art teaching courses as the research object, uses dynamic L-M algorithm to optimize a large number of parameters, proposes an improved neural networks evaluation model, comprehensively analyzes the main influencing factors of art course teaching effectiveness, and establishes a teaching efficiency index evaluation system. The research results indicate that equating the number of hidden layer nodes to the number of samples can improve the performance of neural networks. The improved L-M algorithm was used to train the neural networks, and the maximum error of all test samples was only 0.04, verifying the feasibility and rationality of the improved neural networks model for evaluating course teaching effectiveness. The research results provide theoretical data support for neural networks to improve the efficiency of university art education.