Art Teachers Research Articles

Directional Scopaesthesia and Its Implications for Theories of Vision

The sense of being stared at, or scopaesthesia, is very common, and its existence is supported by experimental evidence. However, it contravenes the standard scientific assumption, dating back to Kepler’s discovery of retinal images in 1604, that vision involves only the inward movement of light – intromission – but not the outward movement of images or attention – extramission. From this point of view, scopaesthesia is impossible. Yet, paradoxically, the conventional explanation of virtual images in mirrors is still based on Euclid’s (c. 300 BC) extramission theory, and most people implicitly believe in visual extramission, which could help provide a basis for scopaesthesia. If scopaesthesia depends only on the detection of another’s attention, it could conceivably be a scalar phenomenon, with a magnitude but not direction, analogous to telephone telepathy, in which people feel who is calling but do not know where they are. In this case, scopaesthesia would tell us little about the nature of vision. But if scopaesthesia is normally directional, enabling those stared at to detect the direction from which the look is coming, it would be more like a vector phenomenon, with both magnitude and direction and would provide evidence for visual extramission. Experimental tests of scopaesthesia have so far been devoted to establishing its existence and have not looked at its directionality. Here, we examine the natural history of the phenomenon based on a collection of 960 case histories collected over 25 years involving both humans and non-human animals. This collection includes more than 80 interviews with surveillance officers, detectives, martial arts teachers, celebrity photographers, wildlife photographers, and hunters who have extensive experience of watching people or non-human animals. In 466 (49%) of the cases, directional effects were explicit, in that the person or animal looked at responded by turning and looking directly back at the looker rather than searching at random for the source of attention. In 186 (19%) of the cases directional effects were implicit. In most of the other cases, directional effects were not mentioned, usually because they were general statements lacking detail. In online surveys, including a survey of a group of skeptics, the great majority of respondents said they had experienced directional scopaesthesia. We conclude that directionality is a normal feature of scopaesthesia in real-life situations and suggest that this finding supports the idea that minds are extended beyond brains and that this extension involves some kind of visual extramission. We quote from more than 40 case histories and, in the online Supplementary Material make the entire collection of 960 cases available to those who would like to look at the data for themselves.

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.

PEDAGOGICAL CONDITIONSOF FORMATION OFCREATIVE POTENTIAL OF ARTS FACULTY STUDENTS

Based on the analysis of scientific literature, the article summarizes views of scientists on pedagogical conditions for effective training of specialists in the field of art education. The specifics of the professional training of teachers of musical art and choreography, which is conditioned by pedagogical orientation and different types of performing activities, have been determined. The author's definition of the creative potential of students of art faculties is offered. Based on the definition of the concept of "potential", the role of adequate pedagogical conditions for the formation of the creative potential of students of the faculties of arts, which is the result of the formation and self-realization of the individual through the disclosure of his potential opportunities for creative activity, is emphasized. The application of the methods of theoretical analysis, systematization and generalization made it possible to identify and substantiate the pedagogical conditions for the formation of the creative potential of students of the faculties of arts, which ensure its effectiveness.Key words: potential, students, creativity, art education, pedagogical conditions.

METHOD OF DIAGNOSTICS OF VOCAL PERFORMANCE COMPETENCE OF FUTURE TEACHERS OF MUSIC

The article discusses the criterion apparatus and methodology for diagnosing the vocal and executive competence of future teachers of musical art. The structure of the identified phenomenon is defined: motivational-directed, known-innovative and operational-creative components, each of which includes elements that characterize and reveal their essence.The motivational-directed component is characterized by the direction of students to understand the irown vocal and executive opportunities for solo public-executive activities for school children, awareness of the importance of the formation of vocal-executive competence. The non-innovative component – accumulates the accumulated the saurus of subject knowledge, skills and abilities in the field of vocal art for meaning fuluse of vocal training in practice in order to increase the level of vocal and executive competence. The active-creative component – provides creative elaboration of vocal works, independent embodiment of creative interpretation of the vocal work in order to conduct concert-performing activities for school children. The diagnostic work allowed to give the levels of formation of vocal-executive competence of students of art faculties quantitative and qualitative characteristics.Keywords: vocal and executive competence, future music teacher, component structure, diagnostic methodology, the final stage of the experiment.

Love Yourz: Developing Black Students’ Positive Racial Identities in ELA Classrooms

ABSTRACT The purpose of this mixed-methods case study was to explore the ways that Black English Language Arts (ELA) teachers utilize their positive racial identities to engage Black students in developing their own racial identities. A significant body of educational scholarship has consistently proclaimed the importance of Black teachers in the lives of Black students. This assertion may have particular significance in the English Language Arts classroom. Through a self-evaluation questionnaire and artifacts, I found that Black teachers Love Yourz—that is, they love their Blackness and teach their students to Love Theirs, too. However, due to the smog of anti-Blackness, they are still in need of racial literacy development to continue to disrupt their own and their students’ internalized anti-Blackness.

Research: Games to Promote Empathy as a Literacy Practice: A New Teacher’s Playful Practice

Researchers have advocated for the use of games for learning, yet few studies focus on games within English teacher education. Even fewer studies examine English Language Arts (ELA) teachers as designers of games. In this article, the authors examine a new ELA teacher’s design and implementation of a tabletop card game and explore what this game and its use in a middle school classroom illustrate about the purposes of games in secondary ELA. Data collection occurred across one year and included three semi-structured interviews and game materials. Key findings focus on games as (a) platforms for learning empathy as a literacy practice; (b) texts for story building and interpretive practice; and (c) ways to reimagine classroom learning. We discuss implications for teacher educators and teachers, including games in ELA curriculum, the use of games to reconceptualize schooling, and tensions that can arise when teachers incorporate games in classrooms.

Peran Guru Bidang Seni Dan Budaya Dalam Membentuk Nilai-nilai Pancasila

This research investigates the central role that arts and culture teachers play in shaping students' Pancasila values. Focusing on character education, this research involves a qualitative approach using literature analysis and case studies as data collection methods. Art teachers, in this context, are considered as key agents who shape students' characters through various forms of art and culture. The literature analysis highlights the importance of art as an effective medium for transmitting moral and ethical values reflected in Pancasila. Art teachers have the responsibility to teach values such as gotong royong, justice, unity and tolerance through various art expressions. Case studies were conducted in several schools that implemented art education programs focusing on Pancasila values. The results show that this approach successfully creates a deep and meaningful learning environment. Art teachers act as facilitators who guide students in understanding Pancasila values through their own artworks. The practical approach used by art teachers involves the use of various techniques, such as collaborative art projects, reflective discussions and art exhibitions. Art teachers serve as role models, creating connections between the values taught and students' daily practices. This research contributes to our understanding of the role of art and culture teachers in shaping Pancasila values in students. The findings can be the basis for more in-depth education policy development, emphasizing the importance of including arts and culture in character education to produce a generation that is not only academically smart, but rooted in moral and civic values.

ТЕХНІКА ДИРИГУВАННЯ ЯК ВАЖЛИВИЙ ЕЛЕМЕНТ ДИРИГЕНТСЬКО-ХОРОВОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦВА: МЕТОДИЧНИЙ АСПЕКТ

The article raises the issue of the role of conducting and choral training of future music art teachers of pedagogical institutions of higher education as a necessary component of the training process of a teacher-choirmaster, head of a school choir. The relevance of the mentioned problem is determined by the need for students to develop skills and abilities to manage children’s choral singing, as well as their preparation for practical work with a choral team. The article proves the importance of working on the technique of conducting with students in the framework of the discipline «Practicum of vocal and choral training». It is noted that the technique of conducting is included in the technological preparation of the future music art teacher as an important means of managing choral performance, and various approaches to the definition of this concept in the works of Ukrainian scientists are analyzed. In the process of analysis, it is justified that mastering the technique of conducting includes a whole set of abilities and skills that students – future teachers of musical art receive. The article highlights the stages of work on the conducting technique. The content of the specified work at each of the stages of training is highlighted. The work offers a variety of exercises aimed at improving students’ conducting techniques, their content and performance methods are presented. It is emphasized that the hands are the most important part of the conductor’s apparatus and require special attention and a number of special exercises. It is recommended to start work precisely with exercises to release this part of the conductor's apparatus. Attention is focused on exercises for general liberation, development of a sense of the integrity of the hands and the relationship of their individual parts (hands, forearms, shoulders), to develop muscle tension and relaxation, as well as a group of exercises that will reduce or completely eliminate stiffness of the hands during conducting. The article describes in detail the most interesting methods and techniques of conducting training of future music art teachers, which contribute to effective work in the class of choral conducting and development of the performance skills of the teacher-musician. Keywords: conducting and choral training, conducting technique, future music art teachers, conducting apparatus, a conductor’s gesture, auftact.

Artistic and pedagogical design in professional training of future Musical Art teachers

The article describes the method of artistic and pedagogical design in the context of professional training of future music teachers. The relevance of the research is based on the importance of students mastering the latest artistic and pedagogical technologies in the process of studying at a higher education institution. The project method is defined as widespread and relevant in the context of pedagogical activity as one that develops the ability of future music teachers to carry out project activities of various types and subject areas, to carry out a critical analysis of various artistic material, to work on it independently, to navigate in the latest information and communication technologies. The purpose of the article is to reveal the essence and content of artistic and pedagogical design, to analyze its importance in the system of professional training of future music teachers; disclosure of the specifics of artistic and pedagogical design in the context of professional training of future music teachers. The article uses methods of theoretical research: analysis of scientific literature, generalization, systematization of practical experience. It has been established that creatively oriented design activity contributes to the formation of students of higher education, the ability to independently master scientific and methodological and artistic literature, aware and critical work with information, develops thinking, including project thinking, promotes personal and professional development, stimulates creative activity, develops emotional intelligence through interaction with works of musical art, etc. The principles of artistic and pedagogical design are substantiated.

Musical-performing interpretation as a means of forming artistic and analytical skills of future Musical Art teachers

The article actualizes the problem of forming artistic and analytical skills of future Musical Art teachers by means of musical-performing interpretation and proves that the process of training a competent specialist in the field of music education is impossible without developing students’ artistic and analytical skills. On the other hand, the article substantiates the opinion about the significance of artistic and analytical skills as an indispensable factor in the processes of modeling musical-performing interpretation. On the basis of the theoretical analysis of scientific sources, it has been revealed that objectively there are contradictions of scientific and pedagogical nature – between the development of theoretical foundations of artistic interpretation in the field of musicology and musical performance and the lack of scientific research revealing the pedagogical aspects of this problem in the context of artistic and analytical skills formation. The specificity of musical-performing interpretation has been revealed, which is determined by its integrative nature, which is expressed by the unity of artistic and analytical skills of the performer. The authors have proposed their own definition of musical-performing interpretation as a creative and analytical activity of a musician to create the author’s performing interpretation of cultural meanings contained in a musical work. The content and component structure of future Musical Art teachers’ artistic and analytical skills are disclosed. It is proved that the process of formation of artistic and analytical skills during the musical-performing interpretation of the future Musical Art teacher has a systematic complex construction, where at the first stage artistic and analytical skills related to the theoretical-semantic component are formed, at the second stage – the artistic and analytical skills of the methodological-pedagogical component are involved, and at the final stage – the artistic-interpretive component was formed. The study has established that all components of artistic and analytical skills include the integrated formation of intellectual and emotional support, and all components of the intelligence and emotional sphere of the future Musical Art teacher become components of musical-performing interpretation.

MULTICULTURALISM OF VISUAL ART EDUCATION CURRICULUM IN SECONDARY SCHOOL TOWARDS ART TEACHERS

This purpose of this research is to explore multiculturalism in the teaching of secondary school visual art in the district of Temerloh, Pahang, Malaysia. Multiculturalism is integral, as a foundation to promote national intergrity. This research adopted the qualitative case study approach. The methods used in this research were document analysis and interview. A total of three document policies were collected and analysed. The interview was conducted using a semi-structured interview towards six visual art teachers in secondary schools and a Head Unit of the Visual Art Education from the Ministry of Education Curriculum Development Division. The research indicated that the visual art teaching has the elements of multiculturalism. The government policy also urged that the aspect of multiculturalism is integrated in the education. Nevertheless, the integration did not happen consciously. The data obtained showed that there were positive values among the school citizens. Teachers' attitudes, especially the beliefs and values were encouraging even though the knowledge to the integration of multiculturalism is still low. In order to attain a higher level of understanding, visual art teachers have to be exposed to workshop, courses and seminars that are appropriate. The Visual Art curriculum needs to be reviewed to reflect multiculturalism a clearer manner.

The Quality of Public-funded Oriented Physical Education Normal Students’ Cultivate in Guangdong Province

Background and Aim: Guangdong Province in February 2018 the province-wide launch of the Guangdong "new teacher training" construction implementation programs, used to improve the rural music, physical education, and art teacher structure imbalance of the status quo. This research aim was to avoid the risks of the cultivation of public-funded oriented physical education normal students in Guangdong Province in all phases of the cultivation process. Materials and Methods: This study was to study the motivation for applying public-funded oriented physical education to normal students in Guangdong Province, the indicator system for the development of rural feeling, and the factors influencing the willingness to comply. Analyze software programs were used to analyze the data collected from 462 public-funded oriented physical education normal students. Researchers use self-administered questionnaires and analyze descriptive statistics and exploratory factor analysis. Use the Delphi method and hierarchical analysis, with the first 2 rounds used to determine the indicator system and the third round used to calculate the weights of each indicator. The result: (1) By the discriminant validity analysis shown the value of the factors influencing were 0.921 (Teacher’s Love), 0.8800 (Self-awareness), 0.789 (Career Benefits), and 0.819 (Policy dividends). (2) By combining the results of the first and second rounds of expert questionnaires, the final evaluation index system for public-funded oriented physical education normal students’ sentiments towards local teaching was determined to consist of 4 primary indicators, 10 secondary indicators, and 30 tertiary indicators. Conclusion: The factors influencing the motivation for applying for public-funded oriented physical education for normal students include four factors: Policy dividends, Career Benefits, Self-awareness, and Teacher’s Love. Rural feeling can be used as a mediating variable to influence the effect value of learning engagement and willingness to comply, School Climate can be used as a moderating variable to regulate the relationship between learning engagement and Rural feeling, as well as learning engagement and willingness to comply. In particular, when the School Climate tends to be 'local', the effect of learning engagement on Rural feelings and willingness to comply is greater.

Professionalism and Artist–Teachers in Adult Community Learning in the UK

AbstractThe professionalism of artists and further education (FE) teachers is often questioned. This research will evaluate the impact this has on artist–teachers working in FE. Schön defines a professional as an individual who works in a highly specialized occupation. This article examines how this applies to artists and FE teachers, with reference to historical and contemporary cross‐disciplinary research. Published research focuses on professionalism in terms of meeting sets of criteria. However, research participants within this study were more concerned with the activities undertaken by artist–teachers and how these reflected their professionalism. The research findings focus on the perceived professionalism of artist–teachers in adult community learning (ACL), a sub‐section of FE in the United Kingdom that encompasses adult and community learning delivered to adults aged 19+ but local authorities or general FE colleges.

초중등학교 문화예술교육에서 학생 종합만족도에 영향을 미치는 예술강사 전문성 요인 분석

Objectives This study is about the results of a student satisfaction survey on arts and cultural education in elementary
 and middle schools. The purpose of this study was to help manage the competence of art instructors by
 identifying the meaningful variables of art instructor expertise that affect student satisfaction with arts and cultural
 education.
 Methods For this study, a survey was conducted on 10,000 elementary, middle and high school students who received
 cultural arts education, and 5,942 responses were collected. Descriptive statistics, mean analysis, regression
 analysis, and linear regression analysis were conducted to confirm the factors affecting student satisfaction.
 Results As a result of the study, first, it was found that elementary, middle and high school students were generally
 satisfied with and faithfully participating in cultural arts education. Second, as a result of analyzing the average
 difference in overall student satisfaction according to respondent variables, there was a significant difference
 in school level and art genre. Third, the factor that has the greatest influence on the satisfaction of elementary and
 middle school students was found to be the instructor's ‘class management’.
 Conclusions Through this study, it was found that the improvement of art instructor's class capacity should be
 given priority to improve student satisfaction. In addition, for the management of art instructor competency, it was
 suggested the need to prepare multi-dimensional evaluation standards for art instructors, including student satisfaction,
 participation in training, and artistic creative activities.

Ethno-Artistic Competence of a Music Teacher: Essence, Structure, Features of Formation

Abstract. This article examines the main competencies of a modern music teacher. The purpose of the article is to characterize the essence, structure and features of the formation of ethno-artistic competence of a music teacher. The used research methods are: analysis and generalization, modelling, synthesis. Results. It has been established that the actions of the music teacher should be primarily aimed at the formation of key competencies, since the training can be successful in which the following chain is clearly traced: from a competent teacher to a competent student. Therefore, the importance of developing new approaches to the formation of musical art teachers' rich professional, personal and creative potential, which allows realizing the educational possibilities of ethno-artistic imitation, becomes obvious. In this regard, the issues related to the interpretation of the concept of "ethno-artistic culture", the means and methods of its formation in the system of professional musical education are considered. Moreover, the author believes that it is also important that ethno-musical education should provide opportunities for ethnic, ethno-cultural, ethno-musical identification in the course of involvement in ethnic musical values for the formation of ethno-cultural identity. Conclusions. The author of the article concludes that the process of forming the future specialists’ ethno-artistic competence is effective under the following conditions: ethno-musical education should become a means of consolidating peoples, a factor in the activation of intercultural interaction in the conditions of multicultural education; it should be closely related to polymusical education (where integrative processes are strengthened, ensured by the openness of other cultures, a polymusical competence is forming, and the polymusical education role is intensifying). It has been established that the formation of a specialist who has ethno-artistic competence is more effective in the process of his/her purposeful multicultural education, which is carried out with the help of introducing a multicultural component into professional and pedagogical training, which at the same time promotes the development of intercultural dialogue under the conditions of a multi-ethnic world.

Dual Language Program Leadership in High Needs Rural School Districts

One of the most pressing challenges confronting change-agent leaders in rural school districts in the United States is how to provide well designed instructional programs to meet the biliteracy academic development needs of emergent bilingual learners. This article examines how one language arts teacher / dual language coordinator and her instructional improvement team colleagues working in a high needs rural middle school leveraged design research thinking and intervention development strategies to: 1) engage in intensive data teaming to investigate the root causes of the persistent learning performance gaps of emergent bilingual students on their rural campus; and 2) develop and implement a design-based professional development intervention program for sixth, seventh, and eighth grade core content teachers to refocus teachers’ individual and collective pedagogical perspectives regarding the perceived learning capabilities of emergent bilingual students and reinvigorate their team-centered interdisciplinary planning and classroom teaching practices. Change-agent leadership insights derived from an analysis of collective intervention design and implementation efforts completed by the instructional improvement team are presented and discussed within two areas: 1) leading instructional improvement initiatives in high needs rural school districts; and 2) leveraging immersive professional development to build core content teachers’ dual language instructional teaming capacities. Finally, a set of design principles derived from the case study is presented that may be of practical use to rural school leaders interested in exploring the potential of design-based intervention methods to address the dual language programming needs of biliteracy learners.

Implementation of Steam Technologies for Building Digital Competence of Future Music Art Teachers

The aim of the work is to determine the effectiveness of the implementation of STEAM technologies for building the digital competence of future music art teachers. This aim was achieved through a sociological survey, effectiveness calculations, variation, statistical error. It was established that most students' digital competence level was low (47%) before the study, which affected their level of knowledge. Only 12% of the students had a high level of digital competence. The obtained data contributed to developing approaches to training future music art teachers using STEAM technologies and digital opportunities. It was found that the use of the Vocal Range Vocaberry application has a greater impact on students’ digital competence, as the results are related to the detailed study of approaches to voice development. This approach to learning contributed to the acquisition of high-level knowledge by a greater proportion of students (71%). The practical significance of the work is related to the possibility of improving the system of training music art teachers with the use of digital technologies. Further research may focus on establishing the effectiveness of various vocal training programmes for future teachers.

THEORETICAL ASPECTS THE FORMATION ARTISTIC-REFLEXIVE SKILLS OF MASTER MUSIC STUDENTS IN THE PROCESS PIANO TRAINING

The article deals with the problem of forming artistic and reflexive skills of master students of musical art in the process of piano training on the basis of psychological, pedagogical and artistic and pedagogical analysis of scientific and methodological work on the problems of reflection, artistic reflection and reflexive skills of future teachers of musical art, teachers of art disciplines. It has been established that the reflection of master students of musical art makes it possible to personally model the process of piano teaching based on self-observation, self-assessment and self-correction of learning activities. It is noted that the awareness of the value of the mission of a music teacher in the context of its comparison with personal motivation for professional achievements testifies to the formation of reflective skills. The mechanism of artistic reflection of master students of musical art is revealed, which is based on the involvement of mental actions and operations of analysis, synthesis, comparison, concretization, abstraction, etc. A scientific generalization of the essence of the artistic and reflective skills of master's students of musical art is made, and the characteristic features of these skills are specified. Key words. Artistic and reflexive skills, master students of musical art, piano training, reflection, artistic reflection, self-observation, self-evaluation, self-correction, reflective analysis, artistic activity, mental actions and operations, functions of thinking.

Cultivating Children’s Resilience: A Preservice Art Teacher Training Project

Cultivating Children’s Resilience: A Preservice Art Teacher Training Project

Awareness of Secondary School Teachers towards Blended Teaching-Learning

This study was undertaken to study the Blended Teaching-Learning awareness among the secondary school teachers, and to compare the awareness among female and male teachers, rural and urban teachers, <10 years and ≥10 years teaching experienced teachers, as well as arts and science teachers. This study was followed descriptive survey research method. All the secondary school (under WBBSE) teachers of Howrah District, West Bengal was included as population of the study. The data was collected by self-made awareness scale form Stratified Randomly selected 242 Sample (14 secondary schools from rural area and 9 secondary schools from urban). Findings of the study were that: secondary school male teachers have significantly greater awareness towards blended teaching-learning than female teachers; urban teachers have significantly better awareness than rural teachers; secondary school teachers with lesser teaching experience has better awareness than the teachers with greater teaching experience; and science teachers has better awareness than arts teachers. In summary, blended teaching-learning transforms the teachers’ role from knowledge provider to coach, guide and mentor. So, it is primarily needed to make all the teachers as highly aware in blended teaching-learning irrespective of their gender, locality, teaching experience, and educational stream differences. Keywords: Blended Teaching-Learning, Teachers’ Awareness, Secondary School Education.