Art Education Research Articles

The impact of Gen AI on art and design program education

The main objective of this study is to focus on the actual impact and current status of Generative Artificial Intelligence (Gen AI) on art and design curriculum education in higher education. The text revolves around the relationship between aesthetic education, interdisciplinary education and AI in art and design course education, and we try to answer the following questions: Can traditional aesthetic education for art and design creation be discarded with the help of Gen AI? Is interdisciplinary course teaching simplified with the help of AI? What role should AI play as a digital creation platform in art and design education? In this paper, through an in-depth analysis of Gen AI in art and design teaching experiments, we explore in detail its practical application in the process of university art and design teaching practices and how it affects traditional teaching practices, curriculum design and student-teacher interactions.

Level of Awareness of ICT Tools Among the Faculty Working in Higher Education Institutions in the Malabar Region, Kerala

Introduction: The advent of internet and innovative technologies has rendered learning solution for universities currently navigating an environment of passionate change. Universally, the COVID-19 lockdown has impacted every facet of life, and education is no exception. Understanding faculty perceptions on e-learning technologies is essential for the successful growth of academic programs. Objective: This study aims to investigate college faculty members current status and future expectations regarding e-learning. Method: It is an empirical research study encompassing faculty teaching higher education in arts, sciences, humanities, engineering, and health sciences. The purposive sampling, with a sample size of 389 is adopted for the study. The primary data is collected through questionnaire. Descriptive Statistics and Regression, aided by IBM SPSS Statistics 22, are employed for analysis and interpretation. Results: The study reveals a moderate awareness level towards E-Learning.

Early childhood memories of animals: reflections and considerations in relation to posthuman education

ABSTRACT This study focuses on literary arts education, especially childhood memories of pets and other more-than-humans. Memory writings were collected as data using the Pritney method among students in early childhood teacher education. The written memories were analysed through the lens of bibliotherapy. Practices with reflections provide also perspectives on posthumanities and offer a sense of wellbeing. Bibliotherapy approach and posthuman theory allow exploring our position as humans and more-than-humans in the educational system. Students (n = 200) are recalling their primary memories related to animal/pet contacts, toys, play, and characters in literature. Memories through close readings illuminate how the animal theme and bibliotherapy approach are employed in this project. Students may develop an awareness of the value of animal geographies and literary arts in education, thus moving towards posthuman education and fostering different ways of caring and wellbeing, ethics, and education that also encompass more-than-humans.

Art Education in the Age of Crises: Opportunities for Hope and Transformation

The culture of post-industrial societies has proven unsustainable in many ways: climate change, overconsumption of natural resources, violent conflicts, and social inequality create a looming dystopia that leaves people hopeless and without a vision for the future. Amid complex eco-social crises, it is essential to consider the role of art education as an educational and societal resource. Art education is not isolated from other sectors of society but is always connected to broader cultural and political contexts. In other words, art education can never be neutral; it either strengthens or challenges and reshapes the values and practices prevailing in society through its choices. This thematic issue, Art and a Hopeful Future, brings together studies presented in the Arts Education Special Interest Group at the 2023 FERA (Finnish Educational Research Association) Conference, focusing on the significance of art education as a builder of hope for the future.

In the Echo of the Unspoken

In four art class sessions, children around the age of 10 will artistically explore the theme of war/peace. They will delve into what is known and can be perceived with the senses with what comes to mind (Smit et al. 2020, p. 157). This also means opening up art education to the unforeseeable, so that heterotopic spaces for rearranging and reinterpreting worldviews and self-understanding emerge (Spahn 2022, p. 21; Wuttig 2016, p. 406). However, it also means listening during class to echoes of the unspoken in order to expand, transform, or even overturn perception ... (Smit et al. 2020, p. 157). Descriptions, analyses, and interpretations remain in the air; quite a challenging endeavor, as the focus is not on what’s visible and familiar, but on what may also be semi-visible and invisible and, much rather, aesthetically perceptible. This, in turn, finds its echo only aesthetically in a translation of language. So my aesthetic writing along the lines of sensitive questions and answers that make a sensual perception of the world, of others, of oneself tangible. The question is directed to war and peace, how things are lived, read, written, told, seen, touched, managed, worked, cut, remembered, produced, and known (Ahmed and Stacey 2001, p. 2). The answers in the unspoken echo of what is known and can be perceived with the senses with what comes to mind (Smit et al. 2020, p. 157). Making children's (self) image tangible.

Learning into the unknown: art education as a means to better understand learning for sustainability

ABSTRACT Whether in response to a growing awareness of climate change and sustainability issues or to government strategies in this area, teachers are increasingly encouraged to incorporate these issues into their teaching and ultimately, their assessment practices. In England, however, there are no guidelines on how this might be achieved and no mention of learning for sustainability (LfS) in official frameworks for initial teacher education or continuous professional development. LfS aims to develop students’ critical and creative thinking and their self-confidence in addressing complex and unforeseeable issues. With that in mind, this article explores the similarities between LfS and art education because in both fields students encounter the unknown and seek creative solutions in novel ways, all of which challenges increasingly rigid regimes of standardised assessment. While we hope this might provide guidance for those who are unfamiliar with LfS, we recognise that the analogy is imperfect, so contradictions between LfS and art education are also highlighted. The ultimate objective of this work is to support further investigation on how assessment practices used in art education might inform the assessment of LfS and how teacher CPD programmes can support teachers to assess LfS, an area of limited research at present.

The Role of Digital Technology in Fostering Creativity and Critical Thinking in Chinese Art Education

The Role of Digital Technology in Fostering Creativity and Critical Thinking in Chinese Art Education

Perception of E-learning among the Students Studying in Higher Education Institutions with Reference to Kerala

The advent of the internet and innovative technologies has rendered learning solutions for universities currently navigating an environment of passionate change. Universally, the COVID-19 lockdown has impacted every facet of life, and education is no exception. Understanding students' perceptions of e-learning technologies is essential for the successful growth of academic programs. This study aims to investigate college students' current status and future expectations regarding e-learning. It is an empirical research study encompassing students pursuing higher education in arts, sciences, humanities, engineering, and health sciences. The purposive sampling, with a sample size of 497 is adopted for the study. Primary data are collected through a questionnaire. Cross-tabulation and Chi-square tests, aided by IBM SPSS Statistics 22, are employed for analysis and interpretation. The study reveals a low awareness level towards e-learning.

Furniture Design of Smart Art Classroom Based on Interactive Analysis of Intelligent Sensing and ITIAS

This paper explores the design and optimization of smart art classroom furniture, addressing the evolving needs of modern art education environments. With the integration of intelligent technologies and sensor networks, the research aims to enhance the functionality, flexibility, and user experience of classroom furniture. It highlights the limitations of traditional classroom furniture and the need for adaptive, multifunctional designs that accommodate diverse learning behaviors and physical requirements. Through a combination of ITIAS interactive analysis and mathematical modeling, the study proposes a framework for developing furniture that supports privacy protection, dynamic updates, and better engagement in art education. The findings emphasize the importance of incorporating ergonomic, aesthetic, and technological considerations to improve teaching and learning outcomes in art classrooms.

The language of collaboration: art inquiry among art and early childhood educators

This research explores the potential for collaboration between art and early childhood educators, who both face unique challenges when it comes to incorporating art inquiry approaches for young children. One major challenge is the current policy emphasis on the economic advantages of early childhood education, which makes it more challenging to incorporate art into early childhood settings. This includes using prepackaged curricula that promote language focusing on learning for school readiness and presenting young children’s development in individualistic, linear, and predictable ways (Moss & Urban, 2020; Mueller et al., 2019). Art is seen as a supplement activity. Consequently, researchers in both fields have become concerned about the limited attention given to inquiry-based learning and, more specifically, collaborative art inquiry approaches. The study involved art and early childhood education researchers who aimed to bridge the gap between the two fields through a professional development initiative for educators. They designed and investigated an online workshop series using an art-based education research approach emphasizing collaboration in art inquiry. The researchers drew inspiration from the Reggio Emilia Approach’s pedagogy and included theories and questions collectively explored through structured but open-ended art-making processes. Through reciprocal and generative engagement with art materials and artmaking processes, the participants discovered the transformative language of art. The research calls for collaboration among researchers and practitioners in art and early childhood education to co-create pedagogical approaches that value collaborative art inquiry and reciprocal relationships in meaning-making. Ultimately, this can inform art curriculum frameworks, professional development initiatives, and policies that transcend both fields.

Application Research of Virtual Reality Technology in Folk Art Education in Guangzhou Universities under the Background of Digital Transformation

In the current wave of applied undergraduate education, Guangzhou universities are actively seeking to integrate the profound traditional Chinese cultural heritage, especially the unique and charming Guangzhou folk cultural resources, with cutting-edge technologies, particularly virtual reality (VR) technology, to promote innovation and distinctive development in art and design education. Drawing on Zhang Zhidong’s ancient wisdom of “Chinese-style Westernization”, although the historical background is vastly different, the combination of tradition and technology still exhibits strong vitality and unique value in promoting the inheritance and revival of ethnic culture. This combination not only reflects a keen insight into and active response to real-world problems but also highlights a pragmatic spirit in practical exploration, which is particularly crucial for Guangzhou universities’ exploration in the field of folk art education.

Collaborative reflection practice among artists, museum educators, and school teachers in art museum settings

ABSTRACT reflective practice is widely used by scholars in the field of education to explore teachers’ belief behind teaching. Reflective practices mainly focus on individual or peers’ reflection, in particular to the reflection between school teachers. However, reflective practice across different roles outside the classroom is sparse. This article examines the reflective practices of two groups of participants, each comprising three different roles: artists, museum educators, and primary school teachers. This study employs video reflection to assist the practitioners in reflecting on their collaborative teaching in two different art museums. The practitioners are guided to reflect on their beliefs behind teaching, their teaching pedagogies, and theories behind their teaching methods through different levels in terms of descriptive reflection, conceptual reflection, and critical reflection. The findings indicate that collaborative reflection among the three roles could potentially impact a change from teacher-led teaching to student-centered learning and disrupt the structured teaching pattern. This study contributes to the understanding of reflective practice across multiple roles and offers implications for enhancing teaching practices in art education.

Unveiling the potential of fine arts education in enhancing resilience among Chinese gifted students.

The current study aimed to explore the complex dynamics influencing the resilience of gifted Chinese students, emphasizing the interconnected roles of fine arts education (FAE), creativity, and self-efficacy (SE). By examining the transformative potential of FAE, this research highlighted creativity and SE as key mediating factors for resilience among Chinese gifted students. This study involves administering a structured set of questions to a sample of gifted young adults, thus achieving a high response rate of 93.21%. The Maus scale (1938) has been used to measure FAE, the Connor-Davidson Resilience scale assesses resilience, while creativity and SE are measured using the Kaufman scale and Schwarzer and Jerusalem scale, respectively. Statistical analyses includes a correlation matrix, ANOVA, confirmatory latent factor model tests, and mediation effect analysis for resilience and creativity. Data analysis has been conducted by using the SPSS Statistics 29.0, bootstrap, and AMOS 25.0 software. Current findings determines a significant role of FAE in enhancing emotional resilience, creativity, and SE among gifted students. This study also finds the importance of FAE in building essential coping mechanisms to address intellectual and emotional challenges specific to this group. This study proposes to integrate FAE into educational curricula to better support the intellectual and emotional needs of gifted young adults, thereby facilitating the development of coping skills crucial for their emotional wellbeing. Additionally, this study indicates the importance of art therapy and global initiatives in boosting the resilience, while preparing gifted students to face future challenges with enhanced psychological resilience.

Multidimensional analysis of art education teachers’ attitudes and self-efficacy toward artificial intelligence: exploring relationships and strategies for enhancement

ABSTRACT This study investigates the attitudes and self-efficacy of university art education teachers in Wuxi, China, toward Artificial Intelligence (AI). Using Social Cognitive Theory and Diffusion of Innovations Theory, 384 valid questionnaires were collected. The results show that teachers generally lack confidence in AI, with only the “ease of use” dimension receiving positive feedback among five dimensions: relative advantage, compatibility, ease of use, trialability, and observability. Differences in attitudes and self-efficacy were found, with single teachers, associate professors, and digital art instructors exhibiting more positive attitudes and higher confidence. A significant positive correlation was found between teachers' attitudes toward AI and their self-efficacy in applying it in classrooms. The study proposes strategies to foster more positive perspectives and self-efficacy regarding AI for art educators.

Exploring Cultural Competence in Art Education : A Literature Review on Enhancing Cultural Identity among Students in Taishan College in Shandong Province, China

This literature review explores the relationship between cultural competence in art education and the enhancement of cultural identity among students at Taishan College in Shandong Province, China. In an increasingly globalized world, understanding and integrating diverse cultural perspectives in educational curricula have become paramount. This study synthesizes existing research on cultural competence, art education methodologies, and their implications for fostering cultural identity. The review reveals that art education serves as a powerful medium for encouraging students to engage with their cultural heritage while also appreciating global artistic expressions. Key themes identified include the role of culturally responsive pedagogy, the impact of local traditions on artistic practices, and the significance of student engagement in culturally relevant projects. By highlighting best practices and potential strategies for implementing culturally competent curricula, this review aims to provide insights for educators and policymakers seeking to enhance cultural identity through art education in a Chinese context. The findings suggest that by embracing cultural competence, art education can not only enrich students' educational experiences but also promote a deeper sense of self and community identity among the youth in Shandong Province.

Current Situation and Countermeasures of Art Education Program in Universities

This paper provides an in-depth analysis of the current situation of the university art education program in China, and puts forward corresponding countermeasures and suggestions for the existing problems. Through investigation and research, it is found that there are certain problems in the university art education program in terms of educational philosophy, curriculum, faculty, teaching resources and student employment. In order to realize the sustainable development of art education majors, this paper puts forward countermeasures such as updating the educational philosophy, optimizing the curriculum, strengthening the construction of faculty, increasing the input of teaching resources, and paying attention to student employment. This paper aims to provide reference and reference for the development of China's university art education majors in order to promote the reform and innovation of art education majors.

Giving space to the unknown and transcendence – Art education as guardian of the child's authentic gesture

AbstractThe main concern of this article is to introduce the concept of the authentic gesture as a vital, largely self-determined expression of the child and to make it fruitful for art education. Because of the assumed educational importance of the concept, some hints to other learning areas will also be given. This should be done from a historical and systematic perspective against the background of relevant literature, above all the German-language literature and some other important voices, in which a number of further leading ideas can be found and discussed. Explicated in this way, the concept at issue leads to the question of the unknown per se, to which art education and education in general should open itself. This means that education opens up to something that, in its material and/or social form, evades a final assessment. Something enigmatic thus comes into view, because the unknown, by definition, is beyond exact description and extern evaluation. However, in and for the modern world, it can be paraphrased with a secular approach of transcendence as an inner-psychic space which is withdrawn from instrumental intervention including educational intervention and which must be protected at all costs as a central condition of freedom and human dignity.

Resource doll as a means of self-support in art therapy in conditions of war

Introduction. In order to find sources of vitality in art therapy, various types and means of art are widely used, which help the participants of art therapy practices to realize their unique individual life scenarios. A doll, as an anthropomorphic character for an adult, can become a cultural mediator, because it, as a means of psychological transfer, acts as a kind of an individual’s avatar. In art therapy, the creation of a doll and endowment it with symbolic content can fill a person's creative activity with a resourceful life-affirming meaning, especially in the conditions of war. Aim: to analyze the possibilities of a resource doll for teachers in art education as an art therapy personal self-support tool in life crises. Methods: analysis and systematization of literature; theoretical analysis of the problem; analysis of the results of the assignments performed by the trainees of the State Scientific and Methodological Center "Psychological Support by Art Workshop". program. Results. A resource doll was shown to be an effective art therapy tool in providing individuals’ self-support in life crises. The results of the assignments performed by the trainees of the State Scientific and Methodological Center "Psychological Support by Art Workshop". program allowed determining the types of the trainees’ visual images, the most common of which was the Motanka doll, the verbal manifestations that were broadcast by the doll’s "advice" and were related to individuals’ self-support and self-help. The choice of the concept, type, color, and material used for making resource dolls was based on subconscious and conscious processes that reflected the participants' experience and attitude to existing social situations. Conclusions. Creating dolls helped the participants to reveal their inner world, social positions, intellectual qualities, creativity, sense of humor, creative potential in general as psychological self-help potentials. The findings presented in the article may promote a resource doll as an art therapy self-support tool in life crises.

Exploring young children’s self and others: integrating visual diaries and the digital emotional expression application in art education

ABSTRACT This study explores the integration of technology-based and hands-on art practices in an early childhood art education program tailored to preschoolers in South Korea. The participants of this study included 20 young children aged five or six years old, who engaged in the program for a two-year period. By employing qualitative research methods, the results reveal the young learners’ enhanced expression of their emotion, including feelings, desires, and moods with the aid of visual diaries in conjunction with a digital emotional expression application supported by teacher intervention. Further, the young learners were stimulated to engage in self-discovery, self-awareness, and understanding of others. Ultimately, young children’s visual diaries enhanced educators’ and parents’ comprehension of their emotions. Moreover, showcasing these visual diaries and collaborative artwork promoted numerous opportunities for engagement and resonance with the local community. The fusion of visual diaries and the digital emotional expression application is viewed as a practice of emotional meaning making, wherein art and technology agency is distributed.

Comparison of the Selection Systems for Elite Art Talents in China and the UK: A Case Study on Art Entrance Examinations

Abstract: This paper compares the selection systems for elite art talents in China and the UK, using art entrance examinations as a case study. The study explores the differences, underlying reasons, problems, and reflections on the two countries selection systems, and proposes relatively detailed reform plans. The research concludes that while Chinas unified examination system is rigorous, it is overly rigid and fails to fully consider students professional interests, potentially leading to the loss of promising talents. On the other hand, the UKs selection criteria, though flexible, are highly subjective and tend to overlook the training of basic skills, potentially favoring innovation at the expense of technical ability. It is suggested that both countries should learn from each others strengths to further reform their systems. China could adopt the UKs A-Level system, gradually reform the unified examination into an elective system, and establish a national-level art recommendation letter system with endorsements from artists as core evaluators. Meanwhile, the UK could learn from Chinas nine-year compulsory education system by popularizing art education and emphasizing the cultivation of technical skills, with the reform of one technical skill subject into a compulsory examination subject.