Art Teachers Research Articles

Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments

BackgroundExpansive assessment seeks to reimagine assessment in content and language integrated learning (CLIL) through the lens of expansive theories of communication (e.g., multimodality, translanguaging). However, for expansive assessment to be consequential for students in CLIL classrooms, teachers must be open to recognizing student learning expressed in ways that go beyond what has been traditionally privileged (e.g., written English). AimsThis article reports on two complementary studies of U.S. teachers’ perspectives and practices related to expansive assessment. Study 1 addressed multimodal assessment with pre-service teachers (PSTs) in science. Study 2 addressed translanguaged assessment with in-service teachers (ISTs) in language arts. SamplesParticipants in Study 1 were 10 PSTs. Participants in Study 2 were two ISTs from different elementary schools with different instructional arrangements. MethodsInterviews and observations were used to elicit teachers' perspectives on expansive assessment and their practices interpreting students’ performances. ResultsIn both studies, teachers' perspectives closely reflected their practices. For example, PSTs whose perspectives eschewed logocentrism tended to recognize evidence of science learning in students' visual responses. However, there were also findings unique to each study. For example, ISTs’ perspectives and practices related to translanguaged assessment were mediated by the language policies at their schools. ConclusionsThe two studies, which examined different teacher populations, assessment approaches, and content areas, converge in highlighting three overarching themes to guide future research: (a) the importance of clarity regarding constructs assessed, (b) the contextual mediation of teachers’ perspectives and practices, and (c) the need for teacher learning across their careers.

Carrie Mae Weems’ Intersectional Tropes: Engaging Black Feminism Within Arts Teacher Education

ABSTRACT In this article, we approach the visual tropes in Carrie Mae Weems’ bodies from an intersectional perspective through mobilising critical arts and black feminist studies for art pedagogies. A constant in Weems’ trajectory are the intersectional tropes that emerge in her artworks, which are collapsed with bodies, defying racial, gender, age, and social class stereotypes, stratification, and oppression. Aiming to engage black feminism with pedagogies, we revisit a critical art project that connects different spaces: the exhibition “Carrie Mae Weems: A Great Turn in the Possible”; and, a pre-service art teacher education course - “Childhoods: Inclusive narratives through art” - where narrative is a mode of decolonising pedagogy through contemporary art. First, we will examine the topics and strategies practised by five students’ micro-groups dealing with the critical and dialogical analysis of the intersectional tropes in Weems’ series. Second, we will reconstruct the process that has been conducted to transform and transfer that knowledge into educational spaces and resources designed to perform a feminist, intercultural, and social justice-oriented art education. Finally, the article discusses how critical pedagogy merges with critical arts to train future art educators while experimenting with a black feminist curriculum.

An Assessment of the Resurgence of Historical and Classical fashion due to the economical use of language in South Africa

The common trend of fashion is that it comes and goes as history changes and human development advances. However, as humans develop and are supposed to be progressing, sometimes in terms of fashion they also retrogress. The assumption is that language used by advertisers and designers influences people to revisit history. The purpose of this study was to argue that the work of art never expires as it gets repackaged, remodelled and modified over the ages. Some works and designs of art used in a particular period of history may have become obsolete, but the use of a language in a future epoch may bring them back to popularity. In this conceptual qualitative study, literature from both online and offline was used in making the case that art develops with the use of language than perishing. Within this desktop conceptual study, it was found that the language of advertisement is crucial in portraying fashion because language use can revive fashion. The power of language creates a hunt and frenzy to wear clothes of the 1500s calling them ‘vintage’. Using an analytic theoretic framework, this paper investigated the linguistic power and its influence on different epochs. This study specifically argued for the necessary merger between art and linguistics as that would be beneficial in creating classical fashion trends. The recommendation thereof was that teachers of art must work together with language specialists and incorporate both value and language in advertisements. This study posits that language has much power to influence the economy, culture, fashion, and even lifestyle of many people across generations. Keywords: Fashion Fads, Language Potency, Vintage, Economic Language, Fashion Resurgence

Supporting Multilingual Learners: A Pilot Survey of Art Teachers

Multilingual learners’ (MLs’) access to a rich arts curriculum is often overshadowed by their need to learn English and “core” content. Yet MLs should have equitable access to arts education alongside their monolingual peers. An important avenue for offering this access is teacher preparedness. This study reports on a pilot survey of preK–12 visual arts teachers regarding their beliefs about and practices with MLs in the arts classroom. Survey items from four different scales measuring culturally and linguistically responsive teaching and beliefs were adopted. The responses of 26 teachers illustrated generally positive beliefs, practices, and confidence, but variation among respondents was high. Patterns in the data point to interesting future steps in the work, including the need to examine why teachers who had undergone training on teaching MLs were less confident in their ability to teach this population.

High Ecological Integration Within U.S. Art Teacher Education: A Collective Case Study

We live in a world of accelerating ecological devastation, where environmental violence is culturally and economically ingrained in dominant human societies. The term “Anthropocene” implies a threshold has been breached, and suggests radical reassessments of prevailing social, economic, political, and educational systems are needed. Some art teacher education programs in the United States deviate from predominant trends by embracing ecological integration and preparing art preservice teachers to implement ecological and environmental art pedagogies. Such “aberrant” programs offer rich sites to explore for methods that might be emulated beyond these singular cases. In this study, we examined how three U.S. art teacher education programs, identified as having high levels of ecological integration, infused ecological and environmental approaches into their course content and teaching methods. Themes included exposure to relational ways of being, entanglements with the land and community, collective productions of ecological integration, and infusion of art teacher educators’ multiple identities.

Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum

Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.

느린 학습자의 문화예술 체험 활동을 통한 문화예술교육 지원 방안 연구

The purpose of this study is to identify the characteristics of slow learners who are overlooked by institutional frameworks and to examine how cultural and arts experiences can facilitate their cognitive, affective and physical development. This research aims to propose strategies to support cultural and arts education tailored for slow learners. To achieve this, interviews were conducted with parents, primary school and middle school teachers, counselors, cultural and arts center and educational institutions managers and art instructors who have provided cultural and arts experience education to slow learners. The analysis results are organized by separating them into individual and institutional dimensions. At the individual level, the findings indicate the need for cultural and arts activities that enable slow learners to experience a sense of achievement. Since slow learners are educated alongside regular students, they often feel a relatively lower sense of achievement across cognitive, affective, and physical domains, leading to a loss of motivation to learn. Additionally, the study suggests expanding opportunities for communication among students, and between teachers and students, to make them more comfortable with expressing themselves internally. This involves providing numerous opportunities for self-expression by leveraging the variety and enjoyment of communication activities. Furthermore, the active use of play-based learning is advocated. Engaging in play involves all domains—cognitive, affective, and physical—and increases the chance for achievement due to the diversity of levels. At the institutional level, the findings can be summarized as follows. First, there is a need for policy support for cultural and arts experience education for slow learners, a point that has been highlighted in various studies. Without this support, the social costs could become substantially high. Secondly, there is a call for support within the framework of lifelong education. The principle of lifelong education is based on self-directed learning, where individuals select the content and level of their learning. However, self-directed learning poses challenges for slow learners, necessitating the need for learning assistants. This area requires institutional support via policy backing.

Exploring Innovative Approaches and Interventions to Address Misconceptions and Promote Effective Visual Arts Education in Secondary Schools in Ghana

Visual arts education is important in developing students’ creativity, critical thinking, and cultural awareness. However, in Ghana, visual arts subjects at the secondary school level often need help with challenges such as lack of resources, large class sizes, and misconceptions about the value of art education. This study aimed to explore innovative approaches and interventions that could address misconceptions and promote effective visual arts education in Ghana’s secondary schools. A qualitative document analysis and thematic analysis were conducted. Relevant policy documents, national curriculum frameworks, and previous research studies related to visual arts education in Ghana were analyzed to identify existing challenges, opportunities, and recommendations. Key emerging themes included misconceptions about visual arts subjects, lack of resources, training for art teachers and large class sizes that do not augur well for hands-on learning. The analysis also identified recommendations such as integrating visual arts across the curriculum, promoting art exhibitions, and leveraging community resources and partnerships to support visual arts programmes. This study provides insights into existing challenges in visual arts education in Ghana’s secondary schools and highlights innovative approaches that could help address misconceptions and strengthen visual arts programmes. Integrating visual arts across subject areas, promoting art exhibitions, improving teacher training, and leveraging community partnerships may help promote effective visual arts education.

I arrived at the sun! Developing an educational board game with the collaboration of pre‐service art and pre‐service science teachers

AbstractThe aim of this study was to describe the design process of an educational board game, the Planet‐Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre‐service art teacher designed the game with the support of two pre‐service science teachers. The pilot study was conducted with two middle school students, and with the feedback based on the pilot study the pre‐service art teacher made modifications to the game. Then, the main implementation of the game was conducted in a real‐classroom environment with 60 middle school students by one pre‐service science teacher and two science teachers. The qualitative results revealed that this game was an enjoyable and effective learning tool to play among middle school students. In addition, the pre‐ and in‐service science teachers emphasized that there was an entertaining learning environment during the play. Based on these findings, the developed educational board game could enhance students' learning outcomes and entertainment.

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.

Secondary school teachers' perceptions of the shared creative processes and the potential role of technology in the expressive arts

AbstractWith the introduction of Curriculum for Wales and the restructuring of subjects into Areas of Learning and Experience (AoLE), each AoLE is encouraged to have ‘an identifiable disciplinary and instrumental core’. When considered in combination with the COVID‐19 pandemic and increased technology use within teaching, both the shared creative processes and the potential role of technology are important to conceptualise. This paper provides insight into expressive arts teachers' perceptions of the macro‐level creative processes shared across each subject area through a technology lens. A new tripartite classification provides clarity regarding the macro‐level creative processes (Creative opportunities, Critical responses and Performance/production) and the role of technology to enable equal opportunities and wider accessibility for learners to access, and potentially succeed within, the creative process.

PEMBELAJARAN INTEGRASI SENI: STUDI KASUS PADA PELATIHAN GURU-GURU SENI BUDAYA

The current case study aims at describing arts integration approach through the intertwined learning materials of theatre and music in the process of an online training program for arts teachers conducted by BBPPMPV Seni dan Budaya in 2020. Arts integration is an approach that blends content and skills from one arts element with another arts element (music, visual arts, dance, or theater), or with another academic subject. The case study focuses on two research questions, namely (1) How are the design of theater and music learning materials constructed through arts integration approach in an arts teacher training program? and (2) How do teacher trainees describe their theater and music learning experiences through arts integration approach? Qualitative data gathered from a sequence of learning process observation, documentation of participants’ assignment results, reflection process, and results of participants’ work. The results of the study demonstrate that (1) theater and music learning materials through arts integration approach were designed using the linkage factor of the two arts elements which were subsequently taught intertwiningly, and (2) the integration of two arts elements was described by the teacher trainees as a brand-new, engaging, and demanding learning experience which may eventually be an alternative approach they may possibly adopt for the online arts learning in public schools during pandemic time.

KESIAPAN GURU SENI BUDAYA DALAM PELATIHAN ONLINE DI ERA INDUSTRI 4.0.

Industrial era 4.0. implies major changes in all aspects of life, especially in the field of education. Although web-based learning has been a major issue since the early of 21st century, digital skills are still emerging as a constraint. The global pandemic has abruptly pushed online training as an answer to sustainability within education. This study explores the readiness of teachers in online training in the new adaptation era. The research subjects were 187 art and culture teachers of junior, senior, and vocational high schools attended online training conducted by BBPPMPV Seni dan Budaya. The result of the study demonstrates significant achievement of teachers’ scores in the test. However, some conditions were recognized as teachers’ limitation during the online training, namely the access to the internet, the availability of tools and materials of skills practice, and their mastery of Google Classroom as learning management system. Teachers’ self-motivated action to join the online training and the increase of their post-test scores reveal their readiness for attending the online training. On the other hand, online training is not just an issue to learn something by the means of internet, but it is also critical to reflect on how to bring classroom experiences into the online platform by utilizing LMS features which support learning process itself

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.

Third site bioquiry: Meditations on biographical inquiry and third-site pedagogy1

We, teachers of art and visual culture, direct our classroom assignments towards the things we want our students to do, make, perform, think, know, value, feel and interpret – in our classrooms. And should not we assume that there is a strong link between what we direct students to make and think and know and feel in our classrooms and the behaviours and attitudes that they will exhibit beyond the spaces for teaching? But what are our classrooms like? The typical art room worktables and easels are inadequate models for the many art worlds that exist beyond. (The multitude of art worlds, actual and potential, in which students might live would be the subject for another article.) The outcome I desire for an education in art is that it will prepare students to live their lives beyond schooling productively and actively in various art worlds – if that is their desire.

미술교육을 통한 아동의 긍정적 정서발달의 의미와 방안 탐색: 미술교사 인터뷰를 중심으로

This study started from the perspective that art education closely related to children's emotions is essential for children's positive emotional development. In this study, we conducted interviews with four art teachers who teach art to children in various educational settings to qualitatively explore practical measures for children's positive emotional development through art education. Through the interviews, it was possible to discover the meaning of positive emotions experienced in art activities ‘Sensory Experience of Encountering Reality: Knowing Emotional Oneself through Art’, ‘Visualization of Self-Expression: Understanding and Recognizing Oneself through Art’, ‘Problem-solving and Transformative Process: Regulating Emotions through Art ’, ‘Creative Communication and Connection: Understanding and Respecting Others through Art’. Based on the result, the implications for approaches in art education for the positive emotional development of children are below: First, art education should prioritize creating a space(or site) where a child’s diverse emotions can be expressed as an educational goal. Second, art education should be composed of educa-tional content that promotes a child’s emotional well-being. Third, practical educational methods and envi-ronments should be established for the positive emotional development of children.

TEACHING APTITUDE IN RELATION TO ACADEMIC ACHIEVEMENT OF B.ED. STUDENT TEACHERS IN NAGALAND

Aptitude has been identified as an important correlate of academic achievement and professional success in certain specific fields. It is an observable fact that people differ from one another and within themselves in their performance in one or the other field of human activity such as leadership, music, art, mechanical work and teaching etc. Therefore, aptitude may be described as a special ability or specific capacity distinct from the general intellectual ability which helps an individual to acquire the required degree of proficiency on achievement in a specific field. In this study, an attempt has been made to know the quality of teachers through the teaching aptitude test battery. Coefficient of correlation has been established between teaching aptitude score and academic achievement (result) of prospective teachers in Nagaland. The investigator has used Analytic survey method and found number of findings: i) there exist significant difference of mean in teaching aptitude between male and female B.Ed. student teachers in total group, Arts and Science stream B.Ed. student teachers. The female student teachers possess better teaching aptitude than the male student teachers, ii) there exist significant and positive relationship between teaching aptitude and academic achievement of total group, Arts and Science stream male and female B.Ed. student teachers etc.

Developing an empathic analysis: Using critical literacy, dialogue, and inquiry with literature to explore the issues with gender labels

AbstractBook banning and censorship in the U.S. prompts necessary conversations on how critical literacy, dialogue, and inquiry are used in various school and library settings. We share guiding questions alongside three examples of textual analyses centering on gender fluidity with three young adult novels. We believe that English language arts teachers will benefit from seeing examples of how we responded to these texts with critical analysis questions that require students to analyze gender representation and identity within the stories. By developing an empathic analysis, students can engage in this critical work within classrooms and libraries, where reading diverse texts is encouraged.

Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects

ABSTRACT This study compared visual art teachers’ experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their experience of generic dilemmas was compared with experiences of non-arts teachers, as found in literature. Results show, on average, art teachers experienced considerably more dilemmas than non-arts teachers. No conclusive evidence was found for more frequent, or stronger experience of arts-specific dilemmas. Our data does, however, concur with descriptions of art teacher identity dilemmas found in qualitative arts education research, suggesting that some generic early-career dilemmas may become conflated with subject-specific concerns. For example, art teachers may focus more on students expressing their emotions than other teachers. In uncovering how these teachers might use subject-specific framing when interpreting generic dilemmas, this research invites teacher educators to consider how the subject one teaches may have deeper, and more complex connections to early-career dilemma experiences than previously recognised.

The impact of information needs satisfaction on the creativity of visual art teachers

PurposeThe aim of this study is to investigate how the information needs satisfaction of visual art teachers affects their creativity. Visual art teachers’ information seeking behaviour and specifically the association of information needs satisfaction with creativity has been an understudied area, despite competent information seeking being considered essential for high quality practices of art teachers.Design/methodology/approachA questionnaire survey was developed addressing the information seeking behaviour of art teachers, informed by Wilson’s model (1981), including visual art teachers’ information needs, information resources, obstacles faced while seeking information and the perceived impact of information needs satisfaction on visual art teachers’ creativity.FindingsThe study included 298 visual art teachers in Greece. The results demonstrated that the key information needs of art teachers were mainly related to materials’ properties, techniques for creating artwork and artwork promotion methods. Online information sources were the preferred sources of art information, followed by colleagues, personal collections and visits to galleries and museums. Our study identified lack of time, lack of specialized libraries and copyright, as the main barriers to information seeking.Originality/valueInformation about art plays a substantial role in visual art education, while visual art teachers’ information needs satisfaction positively influences their creative endeavours. There is a need to further explore the digital information needs of visual art teachers.