Arts High School Research Articles

A Shout Out about Teaching for Artistic Behaviour [TAB

I never, ever, thought I’d be that teacher—the one you hear screaming at the kids in their class from half a mile away—until I became one. I’m not a shouter. At least I wasn’t a shouter until, after over 20 years teaching in high schools, I began working as a specialist art teacher in a primary school. How did I move from good behavioural management strategies and a working pedagogy in the high school art room to bored, noncompliant behaviour in the primary school? How did I find my way back from hating art classes as much as the kids did to an environment where we all are engaged, look forward to and love what we do?

Constructing reading proficiency and struggle through tracked contexts

PurposeThis paper aims to report on a study investigating how young people and teachers interpreted reading proficiency and difficulty across different tracks of English language arts in the sole high school serving a culturally diverse city.Design/methodology/approachFor six months, the researchers observed in three hierarchically tracked English classes. Participants were three teachers and 15 focal youths. The researchers also conducted semi-structured and open-ended interviews and collected classroom artifacts and students’ records.FindingsDespite adoption of the Common Core State Standards and a school-designed common English curriculum, both of which were to contribute to shared literacy objectives, students and teachers built highly contextualized understandings of reading proficiency, which diverged across tracks and mediated instruction. Across tracks, however, deficit discourses about reading struggle persisted, and students and teachers attributed difficulty to students’ attitudes and behaviors. Young people never described themselves in negative terms, which suggests they resisted the deficit labels tracking systems can generate.Originality/valueFindings extend research by showing how literacy-related tracking contributed to exclusionary contexts through which students were unproductively positioned at odds. Findings suggest a need for renewed rigor in the examination of tracking practices, particularly how notions of reading difficulty/proficiency position youths and mediate literacy instruction. Despite deficit conceptions of “struggling readers” across the school, youths never described themselves negatively and accepted reading difficulty as normal; how youths achieved such resourceful stances can be further investigated. These research directions will support the creation of English contexts that invite all youths into inquisitive, critical and agentive interactions with texts and each other.

Opinions of Fine Arts Students about Their Profession and Their Expectations from the Future

Art emerged the moment humankind existed. Today it is seen that art exists everywhere humans do. It is essential for the future of nations that art and culture is maintained and transferred to next generations. For this reason, developed or developing nations give considerable value to the education of art and conduct studies so as to increase its quality constantly. Fine Arts High Schools which are established for this purpose aim at educating individuals who have self-confidence in society, who think and criticize. In addition, they aim at creating artistic and cultural awareness in students through Fine Arts High Schools and make contribution to the free thinking of individuals in an environment where art is produced. In this study, the opinions of 100 students chosen with convenience sampling who are enrolled at two different art schools (Nicosia Anatolian Fine Arts High School and Atatürk Vocational High School) in Northern Cyprus are consulted as regards the branch of art they are studying and an effort is paid to display where they see themselves in this field in the future. Besides, based on student opinions, an effort is paid to determine the viewpoint of Cypriot Turks towards art and recommendations are made for the development of fine arts education in Northern Cyprus with the obtained results. An evaluation of the results of the research shows that a majority of both female and male students are planning to continue with the branch of art they are studying and that they are satisfied with the education they receive. In addition, it is concluded that the expectations of the majority of students at their entrance to the art school are met and that the students have a negative perception as regards the viewpoint of Cypriot Turkish community towards art.

The Effect of the Demographic Cliff on Artists and Audiences: Focus on Traditional Arts

본 연구에서는 예술인력의 변화를 분석하기 위해 학력인구의 변화와 문화·예술계열 취업현황 및 소득을 조사하였다. 그리고 문화예술 중 전통예술, 서양음악, 대중음악을 대상으로 하여 세 예술공연을 관람하고자 하는 수요자의 특성을 비교, 분석하기 위해 문화예술행사에 대한 직접관람 의향을 분석하였다. 분석결과는 다음과 같이 요약할 수 있다. 첫째, 학력인구의 감소가 예술인력의 변화에 미친 영향을 조사하기 위해 1990년 이후 예술고등학교 졸업생수와 예술계열 대학교 입학생수를 조사하였고, 그 결과 예술고 졸업생수는 50% 정도 증가하였고, 예술계 대학교 입학생수는 14% 정도 감소한 것으로 나타났다. 둘째, 2015년 예술인 실태조사에서 국악인의 정규직 비율은 7.2%, 프리랜서는 68.8%, 계약직은 15.8%로 나타났고, 예술활동 종사자의 고용형태에 따른 연간 가구 평균소득은 고용주와 정규직이 각각 7,203만 원, 5,797만 원으로 가장 높았다. 셋째, 2016년 문화향수실태조사 자료를 이용하여 전통예술, 서양음악, 대중음악의 관람객의 직접관람 의향을 로짓모형으로 분석하였다. 분석결과 연령이 증가할수록 전통예술행사의 직접관람 의향이 증가하였고, 서양음악과 대중음악은 감소하는 것으로 나타났다. 또한 문화예술 직접관람 의향에는 청소년기의 교육경험보다는 성년기의 문화예술 교육경험과 동호회 활동이 더 주요한 영향을 미치는 것으로 분석되었다.This paper examines the effects of changes in South Korea’s student population, employment, and income levels on the arts. We analyzed ticket sales and potential audience members’ intentions to buy tickets for arts and cultural events in order to identify consumer characteristics of traditional performing arts, western music, and popular music audiences. The results are summarized below. First, in order to evaluate the impact of the decrease in student population on the arts, we tracked the number of graduates of arts high schools and students enrolled in arts universities since 1990. The results show that, over this period, the number of graduates of arts high schools increased by 50 percent, while the number of students enrolled in arts universities decreased by 14 percent. Second, we reviewed findings published in the 2015 Survey Report on Artists & Activities showing the Korean traditional music workforce at that time to comprise 7.2 percent full-time workers, 68.8 percent freelancers, and 15.8 percent contract workers. The annual household average income by employment type was highest among employers (72.03 million won) and full-time employees (57.97 million won). Third, we analyzed the purchase intentions of potential audience members of the traditional performing arts, western music, and popular music performances using a logit econometric analysis model and numbers published in the 2016 Survey of Cultural Enjoyment. The results showed that audience members’ purchase intentions increased with age for traditional arts events, but decreased with age for western and popular music events. Moreover, experience with arts and culture education in adulthood, coupled with club activities, leads to a greater number of ticket purchases for arts and culture events than does educational experience acquired during adolescence.

무용전공 예술고등학생의 신체-외모 자기지각 정서가 무용경연 스트레스와 무용자신감에 미치는 영향

This study identified the influence of body and appearance self-conscious emotions on competitive performance stress and dance confidence of art high school students majoring in dance. The participants of this study were 316 students majoring in dance at four arts high school in Seoul and Gyeonggi-Province. The collected data were analyzed with frequency analysis, factor analysis, reliability analysis, correlation analysis, and multiple regression analysis using the statistical program IBM SPSS Statistics Version 23.0. First, body and appearance self-conscious emotions had influenced on competitive performance stress significantly. Secondly, body and appearance self-conscious emotions had influenced on dance confidence significantly. Third, competitive performance stress had influenced on dance confidence significantly. Based on the above findings, the body and appearance self-conscious emotions had decided as important factor to decrease competitive performance stress and at the same time to increase the dance confidence of arts high school students majoring in Dance.

예술고등학교 무용전공생의 완벽주의 성향이 무용스트레스 및 무용자신감에 미치는 영향

예술고등학교 무용전공생의 완벽주의 성향이 무용스트레스 및 무용자신감에 미치는 영향

예술고등학교 무용전공생의 완벽주의 성향이 무용스트레스 및 무용자신감에 미치는 영향

예술고등학교 무용전공생의 완벽주의 성향이 무용스트레스 및 무용자신감에 미치는 영향

예술고등학교 무용전공생의 완벽주의성향이 자아존중감, 자기관리, 스트레스에 미치는 영향

The purpose of this study is to investigate the effect of perfectionism on the self - esteem, self - management, and stress of arts high school dance major. We conducted a questionnaire survey on arts high school students and analyzed the frequency, correlation, exploratory factor analysis, reliability analysis and multiple regression analysis using the SPSS 23 program. First, self-directed perfectionism has a positive effect on self-esteem, and social imperfect perfectionism has a negative effect on all sub-factors of self-esteem. Second, self-directed perfectionism has a positive effect on interpersonal management, training management, and mental management of self-management, and social mperfect perfection has a negative influence on life management and mental management. Third, self-directed perfectionism has no statistically significant effect on stress, but social imperfect perfection has a positive effect on stress. In conclusion, if self-esteem can be strengthened and self-management can be done more thoroughly, it will help to control the stress that perfectionism can bring about.

The Effect of Using Mind Mapping Technique in Violin Training on the Cognitive, Psychomotor Skills and Attitudes of the Students

In this research, the attitudes of the students towards mind mapping used in violin lessons was determined, analyzing the effect of the use of the mind mapping technique in violin education lessons on the cognitive and psychomotor skills of the students. 20 violin students who study at Bursa Zeki Muren Fine Arts High School were enrolled to the research, using the “Pretest-Posttest Control Group Experimental Design”. The research employed “Test of Cognitive Field Evaluation” and “Performance Rating Scale”, and random experimental and control groups were established according to the pretest scores. The experimental practice phase of the study was designed as six weeks (12 hours of course) and was carried out with each student individually. The violin education lessons of the students in the experimental group were conducted with the mind mapping technique, while the violin education lessons of the students in the control group were conducted with the traditional methods. The cognitive and psychomotor skill scores of the groups were compared upon the posttest measurements performed following the experimental study. 2 months after the posttest measurements, the “Test of Cognitive Field Evaluation” was reapplied in order to determine the retention of the cognitive skill levels of the students. At the end of the study, the attitudes of the students in the experimental group towards the mind mapping technique were determined by means of the “Attitude Scale towards the Mind Mapping Technique Used in Violin Lessons”. In line with the findings of the research, it was concluded that the violin education lessons conducted with the mind mapping technique are effective on the development of the cognitive and psychomotor skills of the students, and mind mapping increases the retention of the theoretical knowledge learned in the violin education lessons. Nevertheless, it was determined that the students developed a positive attitude towards the use of the mind mapping technique in the violin education lessons.

A Study on Developing Learning Strategies in Violin Education

This study was conducted for the purpose of developing a valid and reliable learning strategies scale for students receiving violin education in Departments of Music at Fine Arts High Schools. The scale was applied to 391 violin students receiving education in the 11th and 12th grades in Departments of Music at Fine Arts High Schools in the provinces of Ankara, Eskişehir, Kayseri, Konya, Kırıkkale, Sivas, Niğde, Adana, Mersin, Isparta, Hatay, Osmaniye, İzmir, Aydın, Denizli, Kütahya, Manisa, Muğla, Bursa, İstanbul, Balıkesir, Çanakkale, Edirne, Tekirdağ, Samsun, Trabzon, Ordu, Bolu, Tokat, Malatya, Erzurum and Van. The 5-point Likert scale consists of 67 items. The data obtained after applying the scale were transferred to the SPSS Package Software. Explanatory factor analysis was then carried out on the basis of the data. As a result of the explanatory factor analysis, it was determined that the scale had six factors. In addition, the Cronbach’s alpha internal consistency coefficient of the scale was found to be 0.966.

The Way We Get By

The Way We Get By Cara Bean (bio) Click for larger view View full resolution With this installment of "From the Field" we introduce a new occasional feature we are calling "The Way We Get By" (named after a song by my favorite band), in which we talk to cartoonists about how they balance the pressures and demands of the creative life, how they make ends meet, and how they navigate the crossroads that a creative life—and life in general—brings our way. We will check up with cartoonists at different places in their careers, here and online, in the years to come. For our first installment, I checked in with Cara Bean at the 2017 Small Press Expo (SPX) in Bethesda, Maryland. For more than decade, Cara has been a high school art teacher in Massachusetts and a cartoonist, and I wanted to talk to her about how she balanced these two demanding callings. —Jared Gardner [End Page 117] Click for larger view View full resolution JG: When I look at your comics, one of the things that is clear is that you have found a way to bring your "day job" (pretending for a moment that teaching ends at the end of the day) into your comics, and vice versa. Cara Bean: That's a shift that happened to me in the last three or four years. When I first started teaching, comics was my escape from teaching. For example, the Gorilla Year series—I would never show that to students. It was my own private world. I got up early to draw before teaching. But they were largely separate things. And then I decided to take a year off and went to SAW [Sequential Art Workshop], and I got to be a student and have Tom Hart and Leela Corman as teachers … and they were just themselves. Their teaching and their art were one and the same, no separation. And that was exciting to see. I really did loosen up, and I realized how valuable it was for my students to see me working, and for them to read my work, and that it was okay to dialogue more about process. Instead of only showing famous artists, I decided to bring in my work and share it with them. It was a relaxation inside of my teaching. JG: Was anything lost when you gave up that separation? CB: Well, they started to want to draw with me too much, and I do like to draw by myself. I was using the mornings because I thought nobody likes to get up early, but then students started to get up early to join me [in the art room], which was [End Page 118] awesome … but the artist part of me was like, "Get out of here!" (laughs). But I love them, so it's fine. And then last year was such a fucking-oh-my-god year. The election really broke me down. I was emotional at school, I couldn't help it. You couldn't not be your hurt self. That bonded and opened us. That Sanctuary City comic came out of that. My students were being stronger than me and doing really brave things, and I thought: I have to write this down. And show it to them. JG: I try to keep my politics out of my classrooms. I mean, I'm a middle-aged Jewish English professor, so they can probably guess. This past year has turned a lot upside down for me as well. But you have to find a way to keep going. And that's where the arts and humanities come in … CB: The students are scrappy, and they want to fight. They have an energy that makes me think, "Oh, I want to hitch my wagon to you. Help me out here!" JG: Did that sabbatical at SAW change your sense of yourself as a cartoonist? CB: I definitely think so. When I first thought about taking the year off, I thought, "I'm going to make a graphic novel. I'm going to have all this time." And that's not what happened. Instead I got to really open...

An Examination on Geography Teachers’ Reflective Thinking Tendencies

This study is a descriptive research executed via scanning model with the purpose of examining geography teachers’ tendency towards reflective thinking according to different variables. Study group consists of 218 geography teachers serving in schools bounded on Ministry of National Education in 2017/2018 education period. As a data collection tool personal information form developed by the researcher and “Reflective Thinking Tendency Scale” were used in this study. Arithmetic average, standard deviation, t-test and one-way variance analysis were used in the analysis of the data obtained. As a result of the research, generally geography teachers are determined to have a high degree of reflective thinking. That, female geography teacher have higher degree of reflective thinking tendency than male geography teachers are determined. It is detected that professional seniority, place of duty and faculty of graduation don’t change geography teachers’ tendency of reflective thinking. While a significant difference for the good of geography teachers serving in other high schools in sub-dimension of the scale “critical and effective teaching” according to the type of duty school Anatolian high school, occupational high school, other high schools (fine arts high school, science high school, social sciences high school, private high schools), there is no significant difference in total scores and other sub-dimensions.

The effect of the use of systematic teaching method on students’ success in the process of violoncello education<p>Viyolonsel eğitimi sürecinde dizgeli öğretim modelinin öğrenci başarısına etkisi

This study was conducted to examine the effect of the use of systematic teaching method in fine arts high school violoncello education lessons on students’ academic success in terms of cognitive and psychomotor skills. In this study, the pretest-posttest control group experimental pattern was used. The study was carried out with a sample of 14 violoncello students studying at Bursa Zeki Müren Fine Arts High School, 7 in the experimental group and 7 in the control group. In the scope of this study, a syllabus for 8 weeks (16 hours) was prepared based on systematic teaching method so as to improve the cognitive and psychomotor learning levels of the students. In order to gain the data, two scales were developed by the researcher aimed at cognitive field and psychomotor field. Whereas the experimental group was applied a syllabus based on systematic teaching for 8 weeks, the control group was applied the traditional method which was being used at school. The data obtained from pretest and posttest were analyzed with statistical methods. In accordance with the data gained from the research, the findings can be summarized as the following: A meaningful difference in favour of the experimental group was found between experimental group to which systematic teaching method was applied and the control group to which traditional method was applied in terms of both the knowledge level and the skill level of performance.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada, güzel sanatlar liselerinde dizgeli öğretim modeline göre yapılandırılmış viyolonsel eğitimi dersinin, bilgi düzeyi ve performansa ilişkin beceriler bakımından öğrencilerin akademik başarılarına etkisini belirlemek amaçlanmıştır. Öntest-sontest kontrol gruplu deneysel desene uygun düzenlenen araştırmanın örneklemini, Bursa Zeki Müren Güzel Sanatlar Lisesi’nde öğrenim gören, deney grubunda 7 ve kontrol grubunda 7 olmak üzere 14 viyolonsel öğrencisi oluşturmuştur. Viyolonsel öğrencilerinin bilgi düzeylerini ve performansa yönelik beceri düzeylerini arttırmak amacıyla, dizgeli öğretim modeline dayalı 8 haftalık (16 ders saati) süreyi kapsayan ders planı hazırlanmıştır. Araştırma verilerini elde etmek üzere, bilişsel ve devinişsel alana yönelik iki tür ölçek geliştirilmiştir. 8 hafta süreyle deney grubuna dizgeli öğretim modeline dayalı viyolonsel eğitimi uygulanırken, kontrol grubunda geleneksel öğretim sürdürülmüştür. Öntest ve sontestten elde edilen veriler istatistiksel analizlerle çözümlenmiştir. Araştırmadan elde edilen bulgular şöyle özetlenebilir: Dizgeli öğretim modelinin uygulandığı deney grubu ile geleneksel öğretim yapılan kontrol grubu arasında, hem bilgi düzeyi hem de performansa ilişkin beceri düzeyi bakımından deney grubu lehine anlamlı farklılık bulunmuştur.

Determining the Attitudes of Undergraduate Students Having Vocational Music Education towards Individual Instrument Course According to Different Variables

This study was carried out in order to determine attitudes of undergraduate students who studied music vocationally towards the individual instrument course according to the variables of grade, gender, individual instrument and graduated high school type. The research data were obtained from 102 undergraduate students studying in Erzincan University, Faculty of Education, Fine Arts Education Department, Music Program. The research data were provided using 'Individual Instrument Attitude Scale' developed by Yalcinkaya and Eldemir. [1] The data collected using the scale were analyzed with SPSS 22 package software, and were tabulated. In the light of the data presented in the tables, the data were interpreted. At the end of the research, it was noticed that there was no significant difference between individual instrument course attitude scores of the students according to the level of grade; number of female students was more than the number of male students, and there was a significant difference between individual instrument course attitude scores according to gender. Although the number of participants was limited, it was concluded that individual instrument course scores of male students was more than the attitude scores of female students (LA: 59.23>45.97). It was also determined that there was a significant difference between the individual instrument course attitude scores according to the type of instrument, and the lowest score was noticed to be for violin instrument with the most number of students (LA: 41.97). In general, line average scores of Turkish music instruments were determined to be higher rather than the universal instrument scores. In the research, consequently, individual instrument course attitude scores were analyzed according to the type of graduated high school, and line averages of the pre-service music teachers graduated from fine arts high schools were noticed to be higher rather than the pre-service music teachers graduated from other high schools, and this difference was concluded to be significant (LA: 52.35 >48.00).

A Study on the Current Status of Service-Learning in Art Education: Survey Evidence from Arts High Schools in Seoul and Gyeonggi Province

A Study on the Current Status of Service-Learning in Art Education: Survey Evidence from Arts High Schools in Seoul and Gyeonggi Province

An Investigation on the Creativity of Turkish Fine Arts High School Students: A Case Study

Creativity is one of the important areas in gifted education. In this research, the creativity characteristics of Fine Arts High School Painting Department students were tried to be identified. This study is conducted as a case study and Torrance Test of Creativity Figural Form was applied to 11th and 12th grade students of Painting Department of Anatolian Fine Arts High School in West Black Sea Region in 2016-2017 academic year spring semester. As a result of the test evaluations, it was observed that the students had a low level of creativity.

The views of music education teaching candidates in the field of music technology usage

Problem Statement Music Technology that has been progressing continious, contributes to music studies significantly with hi-tech hardwares and softwares. Having benefits of such technological capabilities in music education process is quiet possible through strengthening of technical background, good teaching of softwares and use by effective manner. Purpose of Study In this sudy, questions in line with expectations in the educational process have been asked and opinions were assessed about music teachers’s knowledge on the use of technology in music education, how they can use the technology, how they were open to innovation and development. Methods Screening model has been used in this qualitative research, literature search was conducted and a survey prepared by the researcher was applied to music teacher candidates. Findings and Results It is seen that the students stated at the result of research data analysis, 67,2 % of students provided convenience to themselves during music software educations, 13,1 % of students did not provided convenience to themselves during music software educations, 9,7 % of students have provided partial convenience to themselves during music software educations. Conclusions and Recommendations Considering demographic information, it is seen that most of the students (80,3 % ) have come from Fine Arts High School which are at the position of source for universities which provide music education. It is seen that the 63,9 % of the students have studied music note software education, 14,8 of the students have studied arrange software education in these institutions. For the purpose of extending music technology education to the ground, developing technical substructure of these high schools for Music Technologies education (Laboratory – software) and field teachers, course programs will be beneficial. In addition, in universities which give music education, strengthening the courses for music technology in terms of physical substructure and increasing the opportunities will provide teaching this education as more common and powerful. Keywords: Music technologies, computer based music education, music education.

高校美術.私のカリキュラム : 青年期の表現、実践と問題 (美術教育の授業実践とその問題点に関する研究論文)

高校美術.私のカリキュラム : 青年期の表現、実践と問題 (美術教育の授業実践とその問題点に関する研究論文)

Recycling solid waste materials to develop instructional resources for art education

Abstract The purpose of this research was to explore waste materials and turn them into appropriate instructional resources for teaching art lessons in Ghana. This was necessary because primary, junior and senior high school art teachers in Ghana mostly teach their lessons without using instructional resources because of non-provision of instructional resources by the government. The study adopted the exploratory and descriptive research methods to carry out the study. Paper, fabric and plastic waste materials were selected and worked with. The research found that waste materials can be recycled to create appropriate and useful instructional resources that are very practical for teaching and learning of art lessons. This research projects to art teachers that they can freely turn collected waste materials into very useful instructional resources which they can use to teach effective lessons to help their students understand what they taught well and easily.

How do high school students elect their president of the school?

This study has been carried out in order to determine the school assembly election attitudes of high school students. This descriptive study has been performed with 1380 students from 9th, 10th and 11th grades who attended center high schools of Aydin in 2014 – 2015 Academic Year. Demographic information form which was generated by researchers and five point likert scale was used in collection of data. PASW 18.0 packet software was used in the analysis of the data obtained from the study. It has been determined that 59 % of students were girls, 41% were boys, 63% were around 15-16 years old, 35% were 17 and over it, 37% from Vocational and Technical Anatolian high school, 24% from Anatolian high school, 13% from high school, 10% from religious(Imam Hatip) high school, 6% from science high school, 5% from fine arts high school 4% from social sciences high school when the demographic features of students were assessed. When we look at their attitudes of school student president (or ASB president) elections; answers of students given for school student president (or ASB president) election loaded in to 4 factorial sub dimensions. And those are listed as follows: being a social person, having representative ability, importance of physical features and wanting to be school student president (or ASB president) qualities. 75 % of students describes voting in school assembly elections as a responsibility, 53 % of the students considers that elections are carried out in a fair and democratic manner, most of the youth have democratic values and minded participation rights. During the above mentioned candidateship period, it is criticized that candidates are committing financial supports, and there is no limit for those financial commitments.