Art Of Teaching Research Articles

Effect Program Educational Based on According to Raigloth Expansion Theory in Teaching Post-Modern Arts for Students of the Institute of Fine Arts

General Background: The evolving landscape of postmodern art necessitates innovative educational approaches to equip students with the skills and knowledge required to navigate this complex field. Specific Background: This research investigates the impact of an educational program grounded in Reigeluth's expansive theory on the teaching of postmodern art at the Institute of Fine Arts in Baghdad. Prior studies have highlighted the need for effective instructional designs that engage students and enhance their cognitive achievements. Knowledge Gap: Despite the proliferation of educational theories, there remains limited empirical evidence on the effectiveness of expansive instructional design in the context of postmodern arts education. Aims: This study aims to assess the effectiveness of an expansive educational program on students' cognitive achievement in postmodern art compared to traditional teaching methods. Results: Utilizing an experimental design with two equivalent groups, the findings reveal statistically significant differences (p < 0.05) in post-test scores favoring the experimental group that engaged with the educational program based on Reigeluth's theory. Novelty: This research contributes to the literature by demonstrating that an expansive instructional approach can significantly enhance students' understanding and appreciation of postmodern art. Implications: The results underscore the necessity for art education curricula to incorporate innovative instructional designs that foster deeper cognitive engagement and mastery of complex artistic concepts. By bridging the gap between theory and practice, this study offers valuable insights for educators seeking to improve instructional effectiveness in the rapidly evolving domain of postmodern art. Highlights: Impact of expansive design on cognitive achievement in postmodern art. Controlled study shows significant differences in student performance outcomes. Innovative teaching methods enhance student engagement and understanding. Keywords: postmodern art, educational program, Reigeluth's theory, cognitive achievement, instructional design

Being, non-being and the in-between

What is presence really? What are we talking about when we talk about presence? For a performer, it seems such an obvious thing but the closer you look, the more elusive it becomes, like one of those optical illusions which can only be perceived sideways through the eyes; looking directly makes it immediately disappear. And the whole thing becomes even more sideways when we take presence and put it in the middle of a classroom. Is it possible that we might have been over emphasising presence in the search for the elusive-mysterious? Have we been overly focused on presence in our pursuit of the qualities that make teaching and learning truly transformative? And obviously, what sort of transformative are we talking about in the fractured times that we live in? What is the other side of the story? What can Absence tell us about its polar twin? Does the absent become present by its very absence? And what or who is it that is absent? In my talk which I've framed as a set of field notes, entirely subjective observations gathered over a period of time, I am drawing upon my experience as a performer in search of the elusive-mysterious; my experience as a teaching artist in a teacher education program at Delhi University; and as a researcher investigating teacher agency in the classroom. In interrogating the binary of presence/absence, I seek to throw some light into that liminal space where these two intersect and collide, and begin to reveal the elusive-mysterious so that pedagogical practices can be reimagined and reenacted.

Autoethnographical Research on the Experience of Identity Change as an Artist, Teacher and Teaching Artist

AbstractAn autoethnographic exploration of identity formation raises the question of how individuals inhabit, negotiate, accommodate and resist the social groups to which they belong, continually coming to terms with who and what they are. This paper discusses, through this researcher's autobiographical exploration, the ways in which pedagogical discourse and practice produce identities that are constructed within the broader sociocultural context of arts education. As an art educator who has been learning and teaching in the Korean sociocultural context since the 1970s, I have experienced the struggle between my identity as an artist and my identity as a teacher amidst the changes in educational ideology reflected in the Korean national curriculum, which is a set of pedagogical discourses and practices that are constructed within a particular sociocultural context. It can be said that my autobiographical narration has important implications for the practice of art education in connecting individuals and society in an ambiguous and complex future society by enhancing theoretical understanding of wider social phenomena. In this paper, the narrative interpretation of my changing identity as an artist, an art teacher and a teaching artist provides a timely insight into identity shifts in how the artwork we encounter and our perceptions of art are shaped and transformed by our own cultural experiences and recollections of our own personal experiences within the interconnectedness of art and education across time.

Multidimensional Perspectives on the Teaching and Practice of Typography Design

With the continuous deepening of teaching reforms in higher education, it is imperative to reform the teaching of art and design courses. Research has found that the current teaching of typography design in art and design courses has rigid teaching methods, students' operational abilities are relatively singular, and the teaching content is predominantly "Westernized," leading to poor student adaptability. This paper, from a multidimensional perspective, guides typography design course teaching and practice with the "Three E's" (Effect, Efficiency and Efficacy). It positions the teaching content of typography design as multidimensional and emotional, employing multidimensional and emotional design thinking to strengthen the visual information of Chinese culture and tap into students' creative potential, aiming to enhance their innovation and creativity abilities.

The Application Inquiry of Immersive Teaching Based on Embodied Cognition Theory in Art Teaching in Junior Middle School

based on the embodied cognitive theory of immersive teaching is a kind of relying on intelligent technology, with embodied cognition as the theoretical basis of teaching method, applied to the junior middle school art classroom teaching, to enhance students' experience, deepen students to the content of comprehension, trigger its positive emotional resonance, promote students comprehensive development of body and mind.Its essential features include the interactivity of learning environment, the equal and harmonious interaction of teacher-student relationship, the dynamics of teaching time and space, and the process and accuracy of learning evaluation. Therefore, this article designs the immersive teaching scheme from the three stages of immersive teaching before, during class and after class, and explores the application strategy of immersive art teaching in junior middle school, hoping to provide reference for improving the effectiveness of art teaching.

Appreciation, Analysis and Creation in the Teaching-learning of the Plastic Arts

Aim. The Didactics of the Plastic Education is necessarily nourished by the general didactics and the arts, as well as by their particular methodologies, in aspects related to the teaching-learning of the textual analysis, and specifically, the study of the visual code (iconic and visual signs, tropes or rhetorical figures, etc.), which dialogues with theory, semiotics, cultural anthropology, among other sciences. Methods. In academic research, methods such as the analysis of the results of pedagogical activity, ethnographic or experiential and inductive-deductive methods were used. Results. The Didactics of a Plastic Education requires an urgent review that includes, from its most general principles and laws, to the aspects related to the selection and sequencing of content, the role of the student's plastic education in achieving a social model, the distinctions between artistic education, aesthetic education and teaching of the plastic arts in all the integrality and complexity of their discourses, the teaching-learning process, its essence and contradictions, the categorical system of the teaching-learning process, among other fundamental aspects. The present study contributes to this rethinking of the theoretical and methodological postulates of the Didactics of Plastic Education, as it proposes as an objective: to argue the didactic principle of the unity between appreciation, analysis and textual creation in the teaching-learning process of the visual image analysis. Conclusion. This argument constitutes a theoretical contribution to the science, and clarifies, while unifying, criteria and procedures in the pedagogical practice of artists, teachers, instructors and masters of the plastic arts.

Laying Foundations for Islamic Teacher Education

Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as “soul-making” ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education “Islamic”, and (3) providing an example of one Islamic teacher education programme’s attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education.

Проблемы подготовки педагогических кадров в предметной области «Искусство» в свете реализации Концепции художественного образования в Российской Федерации

Introduction. In 2001, the Concept of Art Education appeared in Russia. To understand the real situation of general education in the subject area of “Art”, it is necessary to analyze state documents and pedagogical practice for their compliance. Theoretical analysis. The historically established system of art education in Russia has a complex multi-stage structure. A special place in it is occupied by the direction of training teachers in the subject area “Art” for comprehensive schools. Empirical analysis. A comparison of the current situation of training students in the field of “Pedagogical education” (profile “Music”) and the problems identified in the Concept of teaching the subject “Art” leads to the understanding of the dependence of solving some problems on the set of competencies of young professionals going to work in educational organizations. Today, there is an objective contradiction between traditional forms and methods of teaching art and the attitude to it of the younger generation, who grew up in a digital environment. Consequently, training for teaching art at school, based solely on tradition, is not very effective. Conclusion. It is necessary to develop a new concept of professional training of teachers for the subject area “Art”, taking into account the realities of modernity.

Enhanced Cross-Entropy Exponential TODIM Framework for Interval-Valued Pythagorean Fuzzy Information and Applications to Art Teaching Quality Evaluation

Art teachers in preschool education need to possess not only high professional competence but also a commitment to continuous learning to enhance their comprehensive teaching abilities. The art teaching quality evaluation in preschool education programs at vocational colleges is multiple-attribute group decision-making (MAGDM). Currently, the Exponential TODIM and cross-entropy approach was employed to address MAGDM. Interval-valued Pythagorean fuzzy sets (IVPFSs) serve as a strategy for characterizing uncertain data during the art teaching quality evaluation in preschool education programs at vocational colleges. In this study, the interval-valued Pythagorean fuzzy number cross-entropy Exponential TODIM (IVPFN-CE-ExpTODIM) approach is developed to bring up MAGDM problems under IVPFSs. To validate the proposed method, a numerical study is conducted on the art teaching quality evaluation in preschool education programs at vocational colleges.

Social annotation and dialogic teaching and learning in English language arts

AbstractThis research study explores the role of social annotation in supporting dialogic teaching in secondary English language arts. Grounded in Bakhtin's dialogism and building upon research into online discussion, this study describes how a high school English teacher and her students used a digital annotation tool to read and talk about texts. Analyzing student annotations based on discourse features associated with comprehension and high‐level thinking, the study examines the extent to which social annotation supports quality dialogue. Findings highlight the need for open‐ended prompts and teacher scaffolding of online discussions, and authors suggest that dialogue enhances comprehension of texts when students go beyond reporting on others' thoughts and instead share their own ideas, connections, and questions about the text.

Optimization of the convolutional neural network classification model under the background of innovative art teaching models

To improve students’ ability to recognize and appreciate artworks, and further enhance their academic performance and classroom satisfaction, this study explores the application of the Convolutional Neural Network (CNN) model based on optimization in art teaching. Firstly, the importance and challenges of art teaching are analyzed. Secondly, the principle and structure of CNN and its application in the classification field are expounded, and then the CNN classification model is optimized. Finally, the effectiveness of the optimized model is verified by experiments. Experimental results show that the optimized model’s accuracy is up to 95.2% in the performance evaluation. The training time of the optimized model is much lower than that of the traditional model, and this model still maintains 95.2% accuracy under the noise of 14.7%. In addition, the accuracy of the optimized model on the unseen test data is 92%. In comparing teaching experiment results, by introducing the CNN classification model, Class B students’ average score of art homework has increased by 4.3 points. The score for class satisfaction is 8.1 points. This indicates that the optimized CNN model has significant advantages in art teaching and can effectively improve students’ classroom satisfaction and academic performance. Therefore, this study has specific reference significance for the innovation of the art teaching model.

Using Canva to improve drawing for elementary school

This study aims to evaluate the effectiveness of using Canva as a digital drawing tool in improving drawing skills and engagement of elementary school students. Through quantitative design and descriptive analysis of data collected from 48 teachers in various public elementary schools in Central Java, the study found that the use of Canva had a significant positive impact on students' understanding of design concepts, creativity, and engagement. A total of 45.8% of respondents strongly agreed and 50% agreed that Canva helps students understand basic design concepts better. In addition, 56.3% of respondents agreed and 37.5% strongly agreed that students' creativity improved after using Canva, indicating that the platform provides ample space for students to experiment with different drawing techniques. In terms of engagement, 47.9% of respondents strongly agreed and 39.6% agreed that using Canva increased student engagement in art projects compared to traditional methods. In addition, 60.4% of respondents agreed and 35.4% strongly agreed that Canva allows for more effective collaboration between students on drawing projects. However, while the benefits are significant, most respondents feel that additional training is needed to optimize the use of Canva in art teaching. These findings show that integrating Canva into the drawing curriculum not only improves students' artistic skills, but also prepares them for success in the digital world of the future.

ТЕАТР ӨНӨРҮНДӨГҮ КӨРКӨМ ОКУУНУ ОКУТУУНУН АЙРЫМ МАСЕЛЕЛЕРИ

The article discusses some issues of teaching art education in the theatrical arts. I must say that there is very little research on the great values of the Kyrgyz people, including theatrical art. Generally speaking, we all know that our culture ‒ these are literature, theater, cinema, fine arts, folk art, etc.B. It should be recognized that there are very few works published in the form of special books, except for articles published on the pages of periodicals devoted specifically to this theatrical art. Today, art reading education is in demand not only in the theatrical sphere, but also in various spheres of society, in the field of culture and television. Thus, it is safe to say that by improving the teaching of art education in higher and secondary educational institutions, we will contribute to the moral education of the younger generation, improving aesthetic taste. Creating conditions for solving such research tasks, making efforts, and carrying out scientific activities is a requirement of time.

Research on Dance Education in Universities Based on Online and Offline Blended Teaching

With the rapid development of educational informatization, the transformation of teaching methods has become an inevitable requirement for the long-term development of education, which also puts forward higher requirements for the work of art education in universities. With the development of network technology, online and offline hybrid teaching modes came into being. This mode uses the Internet, cloud computing and other technologies to provide students with a diversified and adaptable expansion teaching mode. As a branch of art teaching in universities, college dance should focus on innovative teaching methods, construct a blended online and offline teaching model, broaden educational channels, and enrich educational resources. Based on this, the article analyzes and studies the blended teaching of online and offline dance education in universities, explores the advantages and challenges of blended dance teaching, analyzes the necessity of blended teaching in online and offline dance teaching in universities and proposes specific educational strategies for reference.

Pedagogical Dimensions of Traditional and Modern Art

Pedagogical and interart features of Nepali art are themes of discussions. Pedagogy is a very important aspect of Nepali paintings, so is the interart subject. Pedagogic practice of art has always remained the most important form of activity. But the traditional art has its own legacy and strength. The method of apprenticeship of art comes from both family and school. But to understand the strength of the pedagogy of paintings we should also look at the interart dimension of art studies. Nepal also provides ample examples of such concepts and practices through times. Art pedagogy has two clear sides. One is temporal and the other is spatial. The temporal meaning is that Nepali art learning or teaching happened with the call and needs of the times. The spatial meaning is that the teaching and learning of art in general has happened as part of the heritage. The paintings and, even more than that, the sculptural and architectonic forms abound with examples. Nepali artists' stories of going out for learning art and returning with training and degree and contributing to the pedagogy and other practice have their own histories.

Indian dance (Bharatanatyam) to ease social loneliness and isolation in older adults

ABSTRACT Older adults worldwide are facing disproportionate levels of isolation and loneliness. The current frameworks for understanding social isolation and loneliness include factors such as the physical and mental health of the individuals, loss of friends and family, level of education, relationships, and the built environment. While these models are useful, they fail to consider the individual experiences of older adults holistically; as an example, they do not include older adults’ relationship with themselves as they navigate the many challenges of life. In this article, I propose a novel framework for describing social isolation and loneliness in older adults that includes relationships to their changing bodies and experiences, to history and literature, and to nature and current events. Considering this revised framework, I summarize my observations as a teaching artist using Bharatanatyam, a 2,000-year-old Indian traditional dance form, in alleviating loneliness and isolation. Outcomes are in the form of qualitative narratives that are thematically united and presented. Given the highly communicative and relational nature of Bharatanatyam, I hypothesize that immersion in Bharatanatyam will enable connections of various kinds. This article describes three ways in which Bharatanatyam is particularly well-suited to build connections; these are 1. Connection with oneself in body, mind, and psyche; 2. Connection to tradition and history and 3. A systematic structure of relating to others, to the nature and environment, and current events.

The Formative, Critical and Emancipatory Potential of the Arts in General and Theatre in Particular

Objective: The aim of this study is to make a reflective and critical contribution to theatre as a learning space, considering paths towards education through art, education for art and education in art. Theoretical Framework: The text is based on the pedagogical, aesthetic, ethical and technical experiences of artists such as Bertolt Brecht, Peter Brook, Eugenio Barba, Augusto Boal, Antonin Artaud, Jerzy Grotowski, Pina Bausch and Ariane Mnouchkine, with the aim of establishing a network of currents of thought that intertwine with Socrates, Theodor Adorno, Walter Benjamin, Paulo Freire, among others, in the combination of art, pedagogy and social transformation. Method: The methodology adopted for this research comprises a bibliographical review, which is decisive for the essayistic and dialogical form that the article seeks to establish with the reader. Results and Discussion: The results obtained indicate that the concept of teaching artist must take on theatre itself and understand that artistic and pedagogical action focused on modes of stage production, scenic thinking and language research already constitute education. Within the concept of the teaching artist, the very structuring of theatre, in its multiple possibilities of experiences, involves artistic-pedagogical decisions and choices. Based on their artistic training and interest in education through art, the teaching artist must link their work to the creative, mobilising and knowledge-building potential that theatre possesses, in direct relation to society from an inter-arts perspective. Research implications: The practical and theoretical implications of this research are based on a conceptual universe that substantiates and emphasises the social and pedagogical role of theatre, the artist and the teacher interested in scenic perspectives that reaffirm the formative, critical and emancipatory potential of the arts. Originality/Value: This study contributes to the specific literature in the area, as well as resulting in a proposition of the Teaching Artist as a mobiliser and builder of theatrical knowledge in direct dialogue with society and other arts.

Entertainment type robots based on machine learning and game teaching mode applied in dance action planning of art teaching

We studied the use of machine learning models for training dance action models, collected dance action data, annotated and classified it, and established a training set for dance action models. We trained the training set to learn the feature representation and pattern recognition capabilities of dance actions. Through training and tuning the model, a model that can accurately recognize and generate dance movements was obtained. Evaluate the similarity between two dance movements and select the appropriate dance movements to form a smooth dance sequence. A planning algorithm was designed based on the kinematic and dynamic characteristics of robots to generate dance action paths suitable for the robot’s body conditions. Considering factors such as joint limitations, body stability, and smooth movement of the robot, generate a reasonable dance motion path while ensuring safety. Through on-site testing and data analysis of the system, it has been verified that it can effectively generate diverse and expressive dance movements, bringing a unique viewing experience to entertainment venues.

Retraction Note: Application and effect simulation of image recognition technology based on machine vision feature parameters in art teaching

Retraction Note: Application and effect simulation of image recognition technology based on machine vision feature parameters in art teaching

Level of Depression, Level of Anxiety and the Stress Level among Degree Teachers

Teachers are professionals who educate students by providing instruction, guidance, and support across various subjects and educational levels. Their primary goal is to facilitate learning and help students develop the knowledge, skills, and critical thinking abilities needed for personal and academic growth. The art of teaching involves a lot of patience, dedication and commitment, it is also required for the teachers to stay calm and composed. Not only does the teacher require physical health but their mental health is also very important. The mental well-being of degree teachers is very important for their effectiveness and overall satisfaction, and it also impacts their students' learning experiences. Thus this research is carried out to ascertain the relationship between the level of depression, the level of Anxiety and the level of stress among degree teachers. in this review paper, we will try and understand the importance of mental health and its role in degree teachers.