Art Teachers Research Articles

Teaching Visual Arts Using Virtual Exhibitions: An Investigation of Student Usage and Impact on Learning

Amid the imperative call for using digital artwork images and e-learning activities in planning and delivering the art curriculum heightened by rapid technological development and COVID-19, we propose a visual arts teacher–curator pedagogy and investigate its effectiveness in Hong Kong’s primary and secondary schools. The pedagogy is set out to empower visual arts teachers to assume the role of “digital museum curators” and to facilitate student learning using virtual exhibitions. Design-based research was the methodology adopted for the study. Six teachers and 331 students participated in the study in the 2021–2022 academic year. The study, which examined the effectiveness of the proposed pedagogy, revealed a substantial improvement in student learning, including (1) motivating students toward self-directed and active learning, (2) stimulating artmaking ideas and skills, and (3) enhancing students’ confidence through peer learning.

Invited Reflection: Small Talk about Big Ideas: The Benefits of ELATE Membership

In this piece, three leaders of English Language Arts Teacher Educators (ELATE) reflect on their individual experiences with ELATE before collectively exploring the benefits of membership in the professional organization.

A Guide to Strengthening Teacher Allyship amid Anti-LGBTQ+ Policy Efforts

This article serves as a guide for novice ally English language arts teachers and for teachers who wish to strengthen their allyship efforts in the English language arts classroom.

Determinants of Work Performance of Teachers in the Special Program in the Arts (SPA) in Region

This study examines the determinants of work performance among Special Program in the Arts (SPA) teachers in Region X, Philippines, specifically within the divisions of Gingoog City, Misamis Oriental, and Cagayan de Oro. Employing a sequential explanatory mixed-method approach, the research initially gathered and analyzed quantitative data from SPA specialists and coordinators across Northern Mindanao. Participants completed self-rating questionnaires assessing their work performance and the manifestation of relevant performance factors. Subsequently, qualitative data were collected through interviews and focus group discussions with selected SPA teachers and students, aimed at providing deeper insights and contextual understanding of the quantitative findings. The thematic analysis identified recurring themes and patterns, informing the study's conclusions. Results indicated that the work performance of SPA specialists was generally rated from 'moderate' to 'fair,' with Dance and Media Arts receiving the highest ratings, though still within the moderate range. Professional development emerged as the primary predictor of work performance across most specializations. The study underscores the necessity of targeted professional development programs and recommends enhancements in administrative support, resource allocation, and policy advocacy to improve SPA implementation. These findings have significant implications for educational policy and practice in arts education.

Бежецкий живописец Михаил Васильевич Тыранов и его ученики: к атрибуции церковных стенописей северо-востока Тверского края

The article introduces for the first time archival documents into scientific circulation, revealing the names of masters and customers, the exact time and circumstances of the creation of the most significant monuments of monumental church art in the North-East of the Tver region. Analysis of sources shows that church wall-painting flourished in the region in the second quarter of the 19th century is largely associated with the name of Mikhail Tyranov, an art teacher and guild master painter from the district town of Bezhetsk, Tver province. The name of this master was known far beyond the borders of his hometown, and his works were highly valued by his contemporaries. During the period from the early 1830s to the mid-1850s. The artel of M. Tyranov painted dozens of churches, not only in the Tver province, but also in the territories bordering it in the Yaroslavl province. The paintings made in the style of classicism by the artel of M. Tyranov have been preserved in the churches of the Bezhetsky district of the Tver region: church of the Tikhvin Icon of the Mother of God in the village of Sukromny, church of the Epiphany in the village of Yes’ky, church of the Smolensk Icon of the Mother of God in the village of Alabuzino; church of the Kazan Icon of the Mother of God in the village of Shablykino, Krasnokholmsky district, Tver region; church of the Smolensk Icon of the Mother of God in the village of Knyazhevo, Uglich district, Yaroslavl region. The traditions of church wall-painting during the period of transition from classicism to eclecticism (1850–1860s) were continued by the students of M. Tyranov. The most successful among them were masters from the city of Vesyegonsk, Ivan and Andrey Smirnov. Among the outstanding monuments of monumental art, the work of the Smirnov artel: church of the Transfiguration in the village of Nikola-Vysoka (Vesyegonsky district of the Tver region) and church of the Ascension in the village of Novokotovo (Molokovsky district, Tver region). The article attempts to reconstruct the creative biographies of previously unknown masters. Analysis of the continuity of art schools within the Tver province, as well as the establishment of connections between masters and Moscow and St. Petersburg, helps to deepen the understanding of the development of provincial art in the 19th century.

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Sculpture, circular economy and ecological reflections: redefining waste through sustainable art in Ghana

This study explores the evolving connection between sculpture and the circular economy, a regenerative economic model designed to minimise waste and maximise resource efficiency. This study delves into the key principles of the circular economy and its application to the world of art, particularly within the context of sculpture. Through a qualitative approach and design, our study sampled three artworks and examined how their artists were inspired by environmental concerns in Takoradi-Ghana. This allowed perspectives on diverse artistic styles and cultural contexts of artists and their principles of sustainability, especially the choice of materials that have minimal environmental impact. Based on interviews and observatory data sourcing, the study revealed that the incorporation of discarded materials, upcycling, and recycling techniques highlights the crucial role of sculpture in promoting the circular economy and fostering ecological reflections. This approach demonstrates the potential of sustainable art to inspire art students and teachers, driving cultural shifts towards more environmentally conscious practices in the Takoradi metropolis of Ghana.

Editorial: Arts Education in a More-Than-Human World

"Once upon a time, in a world where change danced on the horizon like leaves in the wind, there were art teachers, artist-pedagogues, artists, and art educational researchers, who read themselves into the posthumanist theories. Or maybe they engaged with the key ideas of these theories through their colleagues, or from random YouTube videos. Or maybe they ended up following the call of vital materialities, or became attracted by encounters with other-than-human species (clicks of cameras capturing fleeting moments, water droplets dotting on snow, or the whispers of limpets clinging to rocky shores). In any case, something in the world made them think differently their understandings of learning, pedagogies, art practices and research. This resulted in creative experimentation, rigorous rethinking of existing practices, and negotiating ethical responses to the messy, complex entanglements in the more-than-human worlds."

INTERNATIONALISATION: A CATALYST FOR ADVANCEMENT IN ARTISTIC AND PEDAGOGICAL EDUCATION IN PR CHINA

In the realm of education, particularly within the spheres of art and pedagogy, the concept of internationalisation has emerged as a potent catalyst for progress and advancement. Nowhere is this more apparent than in the context of the People's Republic of China, where a concerted effort towards internationalisation has profoundly transformed arts education, elevating it onto the global stage. This article aims to underscore internationalisation as a pivotal factor in the contemporary development of art and pedagogical education in the People's Republic of China, while also highlighting its traditional role in shaping the trajectory of education in historical retrospect. The research methodology employed in this article draws upon conventional approaches in the field of comparative pedagogy, including the historical approach, literature review, analysis of regulatory frameworks, and utilisation of open sources of information. The novelty of this article lies in its presentation of internationalisation as both a progressive and traditional tool, particularly in the context of training future art teachers for public schools in China. One of the primary mechanisms through which internationalisation fosters the advancement of art and teacher education in the PRC is by facilitating the exchange of ideas, techniques, and best practices with educational institutions and educators worldwide. Collaborative partnerships and academic exchanges have played a crucial role in revitalising knowledge, enriching curricula, and refining pedagogical approaches within Chinese higher education institutions today. Conclusion: internationalisation stands as the cornerstone of progress and development in art and pedagogical education in China. By embracing diversity, fostering collaboration, and embracing global perspectives, Chinese educational institutions have positioned themselves at the forefront of innovation and excellence in internationalisation, particularly within the realm of arts and education.

Formative Assessment in Kurikulum Merdeka for Ornamental Drawing Lessons in Secondary School

This study aims to identify the form of formative assessment instruments used by teachers and to understand the implementation of formative assessment within Kurikulum Merdeka in ornamental drawing lessons at the secondary school level. The research employs a descriptive qualitative approach with activity analysis methods. Primary and secondary data were obtained through interviews and observations. The sample in this study consists of eight cultural arts teachers from secondary schools. The results indicate that the application of formative assessment in learning leads to students achieving good learning outcomes because teachers can identify students' strengths and weaknesses, thus facilitating the improvement of the learning process and focusing on indicators such as the process of cultural arts (decorative patterns) learning in class, the form of formative assessment instruments, the implementation of formative assessment, and examining the strengths and weaknesses of formative assessment implementation. Furthermore, the implementation of formative assessment has been well-executed in the learning process, as observed directly by the researchers during the learning activities and the teachers' evaluation methods. Formative assessment in ornamental drawing lessons at the secondary school level applies three assessment instruments within one sub-chapter or material, including knowledge, attitude, and skill assessments. Teachers conduct formative assessments for each sub-material, and the evaluations cover the three aspects in every session.

A needs analysis of ESP courses in colleges of art and design: Consensus and divergence.

This study presents a comprehensive needs analysis of English for Specific Purposes (ESP) courses in colleges of art and design in China. By examining the perspectives of undergraduate students, graduate students, art teachers, and English teachers, the research identifies consensus and divergence in ESP needs and implementation challenges. The analysis reveals a strong demand among students for specialized English learning, with a particular emphasis on receptive and interactive skills. However, there is a widespread acknowledgement of students' difficulties across ESP skills, indicating a gap between student competencies and the professional demands, thus highlighting the need for targeted educational interventions to effectively address the difficulties. Notably, reading and writing abilities emerge as the most lacking skills. While there is unanimous recognition of the positive impact of ESP on students' professional abilities and international competitiveness, a significant disparity exists in the enthusiasm for implementing ESP courses, paticularly with resistence from English teachers. The study highlights the critical challenges in ESP teaching, with teacher qualifications identified as the most prominent issue. Interestingly, English teachers attribute difficulties primarily to teaching materials, indicating a potential lack of readiness for ESP course delivery. A gap is also observed between teachers' evaluations of student abilities and students' self-assessment, especially among undergraduate freshmen, suggesting an overestimation of their English proficiency in professional contexts. The paper concludes with the implication that for effective ESP course implementation in colleges of art and design in China, targeted faculty development programs and a collaborative approach involving English teachers, art teachers, and professionals are essential. The collaboration should aim to develop materials that integrate specific professional knowledge with linguistic expertise. Additionally, a balanced approach combining general English proficiency and specialized English training is recommended to address both foundational and specialized language skills. Overall, the study underscores the need for targeted ESP courses in art and design education, tailored to bridge the gap between current proficiency levels and professional language requirements.

Development of Instructional Leadership Traits of Academic Faculty through Professional Training: A Casual Comparative Analysis

Secondary school education is considered as final stage of formal education, it is considered as the first step for the growth of a learners. For this concern education played a vital role in the development of a skills and abilities. The major objective of this research was to identify the development of instructional leadership traits of academic faculty through professional training. The population of this study was secondary school teachers from district Hafizabad whereas, 223 (Science, 96, Arts= 127) respondents were selected as sample through simple random sampling technique. It was used self-administered questionnaire while primary data was collected from respondents through survey method. The Statistical Package for Social Sciences was computed to analyze the research questions proposed in this study. The findings of this research revealed that except of classroom management there was a significant difference found in problem solving, communication and presentation, and time management. Moreover, the mean score of science teachers was greater than arts teachers. This research is beneficial in developing the instructional leadership traits of the teachers for the enhancement of teaching learning process.

Issues and Alternatives in Technology-Based Art Classes: From Middle School Art Teachers’ Voice

Issues and Alternatives in Technology-Based Art Classes: From Middle School Art Teachers’ Voice

Toward an Ethic of Adjacency: Defining Critical, Arts-Based Phenomenological Breaching Experiments

The authors propose critical breaching experiments as a means to destabilize and render inoperative the white, male, colonialist gaze. We begin with an overview of breakdowns in phenomenological and critical phenomenological literatures and how this can be articulated within the breaching experiment model composed of four dimensions including collective and sustained breakdowns, hesitant looking practices, critiques of how bodies hold onto sedimented habits of seeing, and a subsequent new mode of seeing embodying an ethic of adjacency. We then discuss three critical breaching experiments conducted in our preservice art teacher education courses, highlighting the effects (positive and negative) on students.

Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students

<p>This study examines the impact of teachers’ professional development on Canadian allophone students’ learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our correlation results show that Canadian allophone students’ reading achievement was positively associated with teachers’ professional development activities such as academic pursuits (e.g., university courses) and marking or scoring sessions. The correlations also demonstrate that teachers’ professional practice of curriculum development had a positive influence on the learning levels of Canadian allophone students who were born in Canada, while teachers’ participation in professional learning communities had a positive effect on Canadian allophone students who were not born in Canada.</p>

Исследование эффективности подготовки будущих учителей изобразительного искусства к созданию инклюзивных программ в рамках дополнительного образования

в статье озвучивается актуальная на сегодняшний день проблема подготовки будущих учителей изобразительного искусства к созданию инклюзивных программ в рамках дополнительного образования. Материалы исследования содержат оценку профессиональных знаний и практических навыков студентов педагогических специальностей, их личностных и психологических качеств, а также готовности к непрерывному профессиональному развитию. Особое внимание авторы уделяют анализу существующих образовательных программ и курсов для подготовки к работе в инклюзивной образовательной среде. Результаты исследования, проведенного среди 150 студентов, демонстрируют значительные изменения в мотивационной структуре участников эксперимента. Определены разные предпочтения в методах обучения и стратегиях создания инклюзивной образовательной среды. Анализ уровней сформированности компонентов инклюзивной компетентности позволил выявить положительное влияние разработанной нами учебной программы на готовность будущих учителей к инклюзивному образованию. the article highlights the current problem of preparing future teachers of fine arts to create inclusive programs within the framework of additional education. The research materials contain an assessment of the professional knowledge and practical skills of students of pedagogical specialties, their personal and psychological qualities, as well as their readiness for continuous professional development. The authors pay special attention to the analysis of existing educational programs and courses to prepare for work in an inclusive educational environment. The results of a study conducted among 150 students demonstrate significant changes in the motivational structure of the participants in the experiment. Different preferences in teaching methods and strategies for creating an inclusive educational environment have been identified. The analysis of the levels of formation of the components of inclusive competence allowed us to identify the positive impact of the curriculum developed by us on the readiness of future teachers for inclusive education.

Ідейна основа формування культурної свідомості майбутніх учителів мистецтва у процесі професійно-педагогічної підготовки

Ідейна основа формування культурної свідомості майбутніх учителів мистецтва у процесі професійно-педагогічної підготовки

Visual Strategies in (Visual Arts) Education: A Critical Perspective on Reading and Making Images

This study takes its point of departure from a nationwide project called Visual Storytelling and the Art of Reading Images carried out in Sweden between 2019–2020. This national project, implemented by Läsrörelsen (The Reading Movement Association), aimed to develop the professionalism of educators and visual art teachers by offering an in-service training day to enhance their competence in visual storytelling and image interpretation. The aim of our study, which uses material from the project, is to contribute knowledge regarding the role of visual culture and visual strategies in school, particularly in visual arts education. The role of visual culture in education is to develop a critical perspective on images and cultural ways of seeing and making images. This approach involves focusing on the global and digital visual culture of young people’s daily lives and working on societal issues. Through teaching and learning how to analyse and discuss contemporary, complex images with others, as well as expressing oneself and communicating through image making, the use of visual strategies can bring pupil’s different opinions, thoughts, and feelings to the fore.

Documentation of the Socio-Cultural Significance of Artefacts in Sefwi Bekwai Palace in Ghana

Documentation of artefacts is a great avenue for recording the relevance of the works in the lives of the people. This would also help in improving the care and maintenance of artefacts. This study thus aimed at unfolding the philosophical foundations of the traditions and culture of the people of Sefwi Bekwai located at the Sefwi Bekwai palace in the Western North Region of Ghana. The artefacts made in different kinds of materials project the religious, political, social, economic and medicinal roles that these works play in the Sefwi Bekwai culture. The study was ethnographic research under the qualitative research approach. A total of 30 study participants were purposively sampled and interviewed with the help of a semi-structured interview guide. The study participants included chiefs, linguists, and elders of Sefwi Bekwai, art experts and visual art teachers. The study revealed that the artefacts are used as mediums of worship to satisfy religious needs; to bridge the gap between people and their ancestors; to act as dwelling places of the deities, ancestors, and other spiritual powers; to seek protection and good luck; to serve as a bond of unity, kinship, and belongingness; to express beliefs in bad force, death, and the afterlife. The study contends that documentation of artefacts in palaces is crucial for safeguarding and propagating the rich cultural heritage of a people to generations. Keywords: Art Forms, Palace Artefacts, Sefwi Bekwai, Ghanaian Chieftaincy.