Art Textbooks Research Articles

A Comparative Analysis of the System of the Information Area of the Practical Arts Textbook for Occasional Revised Curriculum

A Comparative Analysis of the System of the Information Area of the Practical Arts Textbook for Occasional Revised Curriculum

중국 초등 미술교육과 전통 민속문화 - 미술 교과서 내용 분석을 중심으로

This study examines educational contents of folk culture in elementary school art textbooks to increase understanding of China’s traditional folk culture education. China, as a multi-ethnic nation, has established a legal basis for the preservation and protection of traditional folk culture of ethnic groups and has implemented educational policies to promote these folk cultures. The following are the results of analysis of the illustrations included in the art textbooks for all grade levels. First, illustrations related to Chinese folk culture in the textbooks are 49 in total, making up 12% of the total textbook illustrations. Second, educational areas represented are relatively evenly divided between sculpting and molding, design application, and art appreciation and criticism. Third, folk culture of 17 ethnic groups from 14 different regions are introduced in the textbooks out of 56 ethnic groups recognized in China. Fourth, educational content related to folk culture consists of folk toys, handcrafted ornaments, embroidery, dyeing and weaving, paper crafts, folk architect, sculpture, shadow puppetry, lotus paintings, rubbing, traditional holidays and traditional clothing. However, the fact that more than 70% of the images are of folk toys and handcrafted items and that some illustrations were inserted merely to arouse curiosity are areas that would need to be worked on to better

Research on Art Textbooks Orientated Towards “Becoming an Artist”

Research on Art Textbooks Orientated Towards “Becoming an Artist”

2015 개정 실과 교육과정 기반 실과 교과서의 발명교육 단원에 반영된 메이커 역량 분석

The purpose of this study was to analyze the maker competencies reflected in the invention and problem solving units of the practical arts textbook developed based on the 2015 revised practical arts curriculum, to investigate the possibility of cultivating maker competencies through invention education of practical arts, and to identify maker competencies in the invention and problem solving units. To achieve this purpose, 6 maker competency groups and 23 core competencies reflected in the invention education units of the 6th grade practical arts textbook were analyzed according to the achievement standards related to invention and problem solving in the 2015 revised practical arts curriculum. The results of this study are summarized as follows. First, problem finding, integrated thinking, and making practice competency groups were most reflected with reflection rates of 100%, 75.0%, and 69.0% in the practical textbook invention education units based on the 2015 revised practical arts curriculum, respectively. And the making mind competency group was reflected the most at a rate of 29.2%. Collaboration and human-centered competency groups were identified as the least reflected competency groups at 8.3% and 4.2%, respectively. Second, compared to the [5,6 grade group - practical arts - 5th area - 3th achievement standard] unit, which is a theoretical study to understand the meaning and importance of invention and invention techniques, [5,6 grade group - practical arts - 5th area - 4th achievement standard] is a practical learning unit based on technological problem-solving procedures. It was found that the integrated thinking competency group was reflected more. In addition, the [5,6 grade group - practical arts - 5th area - 4th achievement standard] unit mostly reflected all making practice competency groups except for understanding competency in electricity and programming. In particular, the problem finding competency group was found to be reflected in all units of the achievement standard. Third, it was found that integrated thinking, making mind, problem discovery, and making practice competency groups could be developed relatively more through learning in the invention education unit of the practical arts textbook based on the 2015 revised practical arts curriculum. On the other hand, if the maker competency group and core competencies that had a very low reflection rate or were not reflected at all are added and supplemented with the cultivation plan proposed in this study, it is believed that more maker competencies can be developed through invention education in practical arts. The results of this study are expected to contribute to cultivating students' maker competencies by promoting effective reflection of maker competencies in the design and development stages of invention education units based on the 2022 revised practical arts curriculum.

Application of Intangible Cultural Heritage Art Resources in Art Education of Primary and Secondary Schools

The Intangible Cultural Heritage Law of the People's Republic of China explicitly states that educational institutions shall implement relevant intangible cultural heritage education by the provisions set forth by the competent education department under The State Council. Integrating intangible cultural heritage into art education is a crucial approach to safeguarding and preserving intangible cultural heritage. Schools serve as an optimal platform for inheriting and protecting the abundant intangible cultural heritage, with the compulsory education stage in primary and secondary schools offering unparalleled opportunities. Integrating local intangible cultural heritage into primary and secondary school art education and compiling art textbooks with local characteristics will help form a theoretical framework of curriculum design suitable for this purpose. As a result, they attained significant accomplishments regarding cultural transmission and spiritual heritage. However, there are still some things that could be improved with teaching staff, teaching material content, family and school social environment. It is imperative to conduct further research on optimizing the integration of resources into art education in primary and secondary schools. The investigation into effectively incorporating intangible cultural heritage art resources into art instruction in primary and secondary schools necessitates additional exploration.

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.

Compliance of New Media Art Course in Chinese Middle School

Since the 21st century, with the rapid rise of the Internet, a variety of new media continue to appear, especially the rise of network media and electronic equipment, which has brought great changes to human information dissemination and communication, and made mankind enter a new era of information dissemination. In this era, in addition to using computers as a tool for art creation, art educators began to study the application of new media such as computers and networks in art classroom and teaching practice.In order to adapt to the development trend of international art education, China has added the content of new media art education in art curriculum standards, middle school art textbooks and middle school art courses. However, compared with the developed countries in the world, the current middle school new media art education in China generally has some problems, such as low attention, limited teaching content, lack of teacher training courses and so on. These problems have seriously affected the development of middle school new media art curriculum and teaching in China.Since the 2022 version of the art curriculum standard clearly puts forward the content of the new media art curriculum, the focus of this paper is how schools and teachers adapt to the curriculum standard and solve the difficulties encountered in the implementation of the new media art curriculum standard.

중국 초등 미술교육과 전통 미술 문화

In order to explore the teaching content of traditional art and culture in Chinese elementary art education, this research investigated the contents of 12 elementary school 『Fine Art』 textbooks from “People's Education Publishing House(人民敎育出版社).” The educational objectives of traditional art and culture presented in the art curriculum were aimed at promoting Chinese ethnic pride based on the love of excellent ethnic cultural heritage. Based on this, the results of the analysis of the art textbooks are as follows. Firstly, the total number of learning units in the 12 art textbooks is 230 units, and the total number of illustrations presented is 520. Among them, the number of artworks related to Chinese culture is 401, that is 77.1% of the total. And in terms of chronological classification, a significant number of 120 artworks was related to traditional Chinese art and culture before modern times, that is 29.7% of total. Secondly, as for the works related to traditional art and culture, 57.5% of the 120 works was included in the ‘appreciation and criticism’ learning area. Thirdly, the artistic fields to which the works belong to were quite diverse, starting with hieroglyphics, and including ceramics, sculpture, bronze, painting, crafts, architecture, gumbo, theatre, stamps, maps, and musical instruments. Fourthly, the main educational content through the works of each period is as follows: in the case of the Neolithic and Advanced Periods, the background and transformation process of the emergence of ceramic and bronze arts and the sculptural features and values of individual works were mentioned; Mausoleum of the First Qin Emperor in the case of the Qin(秦) Dynasty, the paintings and Buddha sculptures of the Donhuangseokgul in the Tang(唐) Dynasty, the ink-colored portraits of the Song(宋) Dynasty, the architectural arts of the 'Peking Palace' in the Ming(明) Dynasty, and the works related to ceramics and ink and light-colored painting in the Qing(淸) Dynasty, the meaning and value in terms of art history and sculpture were covered. Especially in the works of the Ming Dynasty, we can see that aesthetic issues were also mentioned.

예비초등교사를 위한 교양수학 교재 개발 및 적용

예비초등교사를 위한 교양수학 교재 개발 및 적용

Analysis of the Path of Art Education in Township Primary Schools Based on ARCS Motivation Model: Example of Yangchun Root-Carving Intangible Cultural Heritage in Guangdong Province

This study cites the ARCS motivation model theory framework and takes the Second Primary School in Chuncheng Street, Yangchun, Guangdong Province, as the research object. The root-carving of intangible cultural heritage is integrated into the art classroom of township primary schools for experimental teaching, supplemented by a questionnaire survey method for sampling investigation. Research has found that current students have a limited understanding of the roots of intangible cultural heritage. However, creating root-carving art works in the form of calligraphy, allowing students to use clay instead of carving and shaping methods, and experiencing the charm of root-carving intangible cultural heritage can effectively increase learning interest, improve hands-on production ability, and improve creative expression ability. This study suggests that the integration of the root-carving of intangible cultural heritage calligraphy forms into art teaching methods still has certain limitations. Therefore, teaching optimization strategies are proposed, including improving teachers' knowledge and skills in root-carving intangible cultural heritage culture; carrying out resource sharing through O2O service models for schools and local cultural centers; adopting flexible and diverse teaching methods to cultivate students' interest in intangible cultural heritage; and expanding the content of primary school art textbooks.

2015 개정 실과 교육과정에 의해 개발된 실과교과서 식생활 단원에 반영된 메이커 역량 분석

This study investigated the degree to which maker competencies can be cultivated by learning the dietary life units of fifth and sixth practical arts textbooks, including areas for improvement in cultivating maker competencies in dietary education. The study analyzed six maker competency groups (integrated thinking, collaboration, making mind, human-centered, problem discovery, and making practice) and their sub-competencies as they appear in these units. The analysis yielded the following results.
 First, in the dietary life units of the practical arts textbook based on the 2015 revised practical arts curriculum, both the integrated thinking competency group and the making practice competency were found in 100% and 54.8% of the 5th-grade textbooks and 54.2% and 61.9% of the 6th-grade textbooks, respectively. The making mind competency group was present in 50% of 5th-grade textbooks and 37.5% of 6th-grade textbooks, while the collaboration competency group appeared in 33.3% of 5th-grade textbooks and 50.0% of 6th-grade textbooks. The problem discovery competency group featured in 50% of the 5th-grade textbooks but was entirely absent in the 6th-grade textbooks. Furthermore, the human-centered competency group was not reflected in either the 5th or 6th grade textbooks.
 Second, the integrated thinking competency group featured prominently in the achievement criteria units focused on theoretical learning, such as [6Practiacl Arts 02-01], [6Practiacl Arts 02-04], and [6Practiacl Arts 02-09]. Furthermore, the making practice and making mind competency groups were predominantly reflected in the achievement criteria units involving food making, such as [6Practiacl Arts 02-02] and [6Practiacl Arts 02-10]. In addition, the sharing and communication capabilities of the collaboration competency group were also reflected across most units.
 In conclusion, the study found that by learning the dietary life units of the practical arts textbook according to the 2015 revised practical arts curriculum, students successfully cultivated five of the six maker competency groups, excluding the human-centered competency group.

미술교육에서 수준에 따른 재료와 기법, 지도 방법

In a dynamically evolving educational landscape, art education has emerged as a pivotal area that goes beyond the acquisition of knowledge and skills to foster creativity, critical thinking, and social-emotional development. In art education, materials and techniques are the most fundamental and important elements to fulfill the purpose and role of art education. This study aims to shed light on the multifaceted aspects of materials, techniques, and instructional methods in art education to access the essence of art education and address its direction in building an inclusive learning environment for all learners. This study analyzes the characteristics of various art materials and the current status of art material presentation in elementary and secondary school textbooks, and proposes teaching methods of art materials and techniques according to students' levels, considering traditional materials utilized for two-dimensional and three-dimensional representation and new digital technologies such as virtual reality and digital illustration. Relying solely on art textbooks in art classes is not enough for students to gain sufficient knowledge of materials and techniques, so teachers need to complement them to provide students with specific and practical knowledge of how to utilize art materials at the right time. By imparting specific methods and strategies for using different art materials and techniques to students, teachers can help them develop their artistic expression, enabling them to make intentional and creative visual expressions.

SIGNIFICANCE AND FREQUENCY OF WORKS OF ART AND REPRODUCTIONS USE IN DEVELOPMENT OF ARTISTIC AESTHETIC ASSESSMENT OF CHILDREN OF LOWER PRIMARY SCHOOL AGE

The aim of this paper is to examine a teacher’s role in the development of artistic-aesthetic communication, based on the representation of the use of works of art and their reproductions in art education. The research was conducted on a sample of 220 respondents, of which 200 of them were students and 20 were homeroom teachers. The research part presents the results and interpretation of surveys conducted among teachers and students. The t-test was calculated to determine whether there are significant differences between the obtained results on certain variables, that is, those related to demographic data. The results indicate that homeroom teachers are insufficiently involved in the development of art-aesthetic communication, that is, child's communication with a work of art. Regardless of the fact that 70% of teachers believe that it is important for students from the first to fifth grade of primary school to learn about and analyze valuable works of art, 35% of teachers and more than half of the students (55%) claim that they never use art textbooks. Also, 54% of students declare that they never or rarely discuss art problems with the teacher, even though art problems form the backbone of a lesson, and are found in works of art or their reproductions. When it comes to visiting a gallery, museum or other exhibitions, 51% of students and 54% of teachers claim that they never visit these institutions, while 40% of teachers said that they visit them once a year. The t-test determined that there are no significant differences between the responses of respondents (a sub-sample of teachers) in relation to demographic data. Keywords:work of art, textbook, artistic-aesthetic communication, art language.

2022 실과 교육과정 개정에 따른 정보 영역의 내용 구성과 교과서 개발 전략

This study aimed to explore the content organization and textbook development strategies for the
 information domain of the 2022 Practical Arts curriculum revision. To this end, we examined the
 features of the organization of the information section of the 2022 Practical Arts curriculum. We
 delved into aspects such as content structure, achievement standards, teaching and learning
 methodologies, and assessment criteria that constitute the information section of the 2022 revised
 Practical Arts curriculum. This analysis enabled us to discuss their distinct characteristics and derive
 implications from our findings. Subsequently, we selected the content (draft) to be incorporated into
 the Practical Arts textbook, assessed the appropriateness of this content (draft) for each element of
 the textbook system, and presented how the information domain should be organized into units. We
 also identified digital devices suitable for this domain and provided detailed guidelines for writing
 the textbook content.
 Based on the study’s findings, the following conclusions were drawn. First, when structuring the
 content and organization of the information domain in Practical Arts textbooks, it is crucial to have
 a precise understanding of the unique attributes and relationships among various categories of the
 curriculum content system, achievement standards, and the functions of teaching, learning, and
 assessment. An effective organization should ensure that the combined and integrated outcomes of
 these elements are presented appropriately, all while adhering closely to the curriculum guidelines.
 Second, in developing Practical Arts textbooks, particular attention should be given to enhancing
 learners' digital literacy within the information-related aspects of the 'Sustainable Technology and
 Convergence' domain. Additionally, the Digital Society and Artificial Intelligence section should
 consider both the 2015 Practical Arts curriculum and insights from prior research on artificial
 intelligence. Third, the development of Practical Arts textbooks should draw from the findings of
 this study but should also encourage creativity and flexibility within the framework of the
 curriculum guidelines.

2022 개정 교육과정에 따른 실과 교과서 개발 방향 - 진로교육을 중심으로-

This study aimed to formulate plans for developing career education content and textbooks for
 elementary school Practical Arts programs, aligning with the 2022 curriculum revisions. The research
 methods employed included literature reviews and expert reviews from the field.
 The key findings of this study are as follows. First, the study underscores the significance of
 elementary school career education, given that this phase corresponds to a crucial period of
 intensive career development according to career development theory. It was emphasized that the
 2015 school career education goals and achievement standards need to be revised and supplemented
 to align with the revised 2022 curriculum. Second, despite the broader scope of career education
 introduced in the 2022 revised curriculum, including the concept of ‘career linkage education’, there
 was an overall reduction in the presence of career education within the Practical Arts Education
 curriculum. Nonetheless, evidence of content related to career education was identified across various
 areas within Practical Arts Education. This indicated the potential for developing textbooks that
 integrate career education concepts. Third, the study proposed that the structure of the career
 education component in Practical Arts textbooks, according to the 2022 curriculum revisions, should
 include an independent unit focused on career education as the first unit of the 6th grade.
 Furthermore, the entire Practical Arts textbook should be transformed into a career education
 convergence textbook incorporating career education. The objective is to reconfigure Practical Arts
 textbooks to emphasize life and career education. To this end, the study presented specific
 alternatives and provided practical and scholarly recommendations for implementation.

Towards a Semantics-Based Recommendation System for Cultural Heritage Collections

While the use of semantic technologies is now commonplace in the cultural heritage sector and several semantically annotated cultural heritage datasets are publicly available, there are few examples of cultural portals that exploit these datasets and technologies to improve the experience of visitors to their online collections. Aiming to address this gap, this paper explores methods for semantics-based recommendations aimed at visitors to cultural portals who want to explore online collections. The proposed methods exploit the rich semantic metadata in a cultural heritage dataset and the capabilities of a graph database system to improve the accuracy of searches through the collection and the quality of the recommendations provided to the user. The methods were developed and tested with the Archive of the Art Textbooks of Elementary and Public Schools in the Japanese Colonial Period. However, they can easily be adapted to any cultural heritage collection dataset modelled in RDF.

Sámi Literature in Norwegian Language Arts Textbooks

Sámi Literature in Norwegian Language Arts Textbooks

Research on the Compilation of Idiom Entries in Specialized Chinese Textbooks

Since the "the Belt and Road" initiative was put forward, various connections between China and the world have increased, and the value of Chinese language teaching in specialized fields has rapidly increased. As an important part of Chinese as a foreign language, the importance of Chinese idiom teaching cannot be ignored. However, at present, the academic community does not attach enough importance to the compilation of idiom entries in specialized Chinese textbooks. This article focuses on business, medicine, and art textbooks for teaching Chinese as a foreign language. It compares the inclusion of idioms in the textbooks with general and specialized outlines, and studies the degree of correlation. It analyzes the writing of idioms in specialized Chinese textbooks, summarizes the shortcomings in the writing of idiom entries in the textbooks, and proposes writing suggestions.

A Study on the Way to Apply “Aesthetic Experience” to Art Textbook Based on the 2022 Revised Art Curriculum

A Study on the Way to Apply “Aesthetic Experience” to Art Textbook Based on the 2022 Revised Art Curriculum

초등 교사의 실과 교과서 활용실태와 요구 분석

This study was conducted to analyze the use of elementary school classrooms and textbooks developed by the 2015 revised curriculum and the needs of elementary school teachers for efficient textbook utilization. To achieve the purpose of the study, a survey was conducted targeting elementary school teachers who had experience teaching practical arts subjects using practical arts textbooks, and a total of 221 responses were finally analyzed. The collected quantitative data were subjected to frequency analysis and cross-tabulation to derive the results. From the results, it was revealed that there was a difference in the frequency of use of classroom textbooks according to the gender, teaching experience, school size, and classroom experience of elementary school teachers. In addition, “dietary life” and “software” were the areas with the highest utilization in elementary practical arts textbooks. Moreover, the elementary school teachers displayed a high use of materials other than textbooks in practical arts classes, reflecting that classes using materials other than textbooks could be conducted more efficiently. Finally, the results revealed that teachers had a high demand for developing and providing various supplementary materials to increase the utilization of practical arts textbooks. Based on these results, it will be necessary to develop textbooks with increased practical usability by synthesizing the actual use and demands of the field to develop textbooks for the 2022 revised curriculum.