Art Students Research Articles

Research on the Cultivation of Aesthetics among Art Students under the New Era Background

Through understanding the history and current situation of aesthetic education in China, this paper explains some misunderstandings in the aesthetics of contemporary university art students, such as the insufficiency of aesthetic value and ability, as well as the inadequacy of students’ creativity due to traditional art education. It is also pointed out that the cultivation of core literacy of art students is a multidimensional and comprehensive process, and these problems need to be solved by schools, teachers, and students, so as to strengthen the inner aesthetic education of students and improve their aesthetic awareness and ability. Aesthetic education is not only an important part of the art classroom but also a key part of fostering students’ all-round development and enhancing their humanistic literacy. It is necessary to cultivate students’ observation, imagination, image-thinking ability, and creativity, so that they can become artistic talents with independent thinking and innovation.

The Impact of Teachers' Classroom Behavior Management Strategies on Learning Behavior among Chinese Art Students

Previous studies have examined teachers' classroom behavior management strategies (TCBMS) and students' learning behavior (SLB) from a static perspective, particularly outside the realm of art education. This mixed-methods study aimed to comprehensively explore the detailed correlation between each dimension and the dynamic elements of TCBMS and SLB variables. Eighty-seven teachers and 453 students from Chinese art universities completed an online survey on TCBMS and SLB. Additionally, in-depth interviews with five art teachers were conducted to examine the dynamic aspects of learning behavior. Quantitative data were analyzed using structural equation modeling (SEM) to explain the impact of TCBMS on SLB. The research findings reveal that all aspects of TCBMS positively contribute to SLB. Three components of TCBMS were particularly dominant in improving SLB: feedback, the student-teacher relationship, and the use of traditional writing on the whiteboard. Teachers' feedback emerged as the most effective method for encouraging students' attention in art classroom learning. The study also examined how teachers provided input to their art students and the subsequent impact on their learning.

Exploring Academic Well-Being Of College Students In The Digital Age: Evaluating YouTube's Impact As An Educational Resource

Social media has strongly influenced various aspects of our everyday walks of life. During the pandemic, Online education tools and techniques have taken over from the traditional face-to-face teaching-learning method of chalk and board. As a good digitalized teaching medium, YouTube has now emerged to satisfy Generation Z's needs. With its ground-breaking approach to audio-visual learning, YouTube has simplified and revolutionized teaching and learning. YouTube has shown to be a successful educational tool since it links academics, educators, and research investigators across the globe and provides intriguing, enlightening, and entertaining content. This has given education a new dynamic perspective by fostering innovation and creativity. Hence, the objective of the current study is to investigate the various factors that influence the use of YouTube as a learning tool, which also influences the academic well-being of college students in the digital era. Structural Equation Modeling was applied to evaluate the influence of key constructs like Information Quality, Information Usefulness, and Information adoption on the Academic well-being of the students in digital format. The study confirms the significant effect of YouTube as a learning tool on the academic well-being of Undergraduate students of Arts, Science and Humanities disciplines.

Counter-colonial unfoldings of cubism in Latin America: The works of Wifredo Lam, Fernando de Szyszlo, and Francisco Matto

The exceptional cubist configuration is often thought of as a French movement. Nevertheless, beneath the geographical label lies a hidden truth: an art that arises in Paris but relies on the cooperation of artists, critics, and art historians of various nationalities. On the one hand, the channels by which cubism established transatlantic dialogues and exchanges in different moments were diverse and in other periods. For example, by direct contact of Modern Latin American artists with the movement, art students and painters that attended the French academies, and distinguished visitors related to the movement. On the other, as in other regions, cubism circulated in Latin America, catalyzing different artistic approaches and practices that, despite sharing the same origin, resulted in a manifold of proposals and plastic forms. The cubist influence in Latin America was not strong enough to break with previous cultural traditions. In a similar way to how Pablo Picasso and Georges Braque assimilated the lesson of African sculpture, Latin American artists also dialogued with the so-called primitive cultures of their regions, maintaining and resizing their original symbolic and mythical value. Artists such as Tarsila de Amaral (Brazil), Cándido Portinari (Brazil), José Cúneo (Uruguay), Emilio Petorutti (Argentina), Diego Rivera (Mexico), among many others, assimilated its morphological aspect. But other artists understood cubism as a way of thinking. They assimilated its structural dimension, such as Wifredo Lam (Cuba), Francisco Matto (Uruguay), Joaquín Torres García (Uruguay), and Fernando de Szyszlo (Peru), among others. With a theoretical frame following the considerations of Carl Einstein, Daniel- Henry Kahnweiler, and Vincenc Kramář, three art theorists who tackled cubism from different angles and in terms of man’s active participation in the creation of a new, more dynamic view of the world, this paper approaches the works of Wifredo Lam, Fernando de Szyszlo and Francisco Matto, privileging the way they deal with space and their dialogue with local ancestral traditions in the context of modern societies.

Orthorexia nervosa tendencies and risk of eating disorders among culinary arts students: A comparative study with dietetics students.

Students pursuing food-related academic fields such as dietetics have higher orthorexia nervosa (ON) tendencies and are at a greater risk of developing eating disorders (EDs). However, there is limited research available on ON tendencies and on the risk of EDs in the culinary arts field, which also revolves around food. The present study explored ON tendencies and the risk of EDs among culinary arts students and compared them with those of dietetics students. A cross-sectional study was conducted in France, using the eating habits questionnaire (EHQ) to measure ON tendencies, and the SCOFF as well as the eating disorders examination questionnaire (EDEQ) to evaluate the risk of EDs and ED symptoms. The study also included questions about sports practice. In total, 267 students participated in the study, including 144 culinary arts students (51 women, 92 men and one other) and 123 dietetics ones (106 women, 15 men and two others). Culinary arts students exhibited similar means of EHQ scores as dietetics ones (32.99 vs. 33.34) but higher SCOFF scores (52.8% vs.39.8%). In addition, a gender difference was evidenced: women in culinary arts showed higher EHQ, SCOFF and EDEQ scores than men in culinary arts. Linear regression models showed no effect of the type of academic field (culinary arts vs. dietetics) on the EDEQ score but revealed effects of gender, body mass index and hours of sports practice. The study emphasises the need to monitor culinary students and implement interventions to prevent EDs. It also suggests a correlation between food-related education and the risk of EDs, which requires further research.

Structure of achievement motive in art students

Introduction. Research into achievement motives and its structure is significant in many areas, such as: selection and development of personnel, university and school education, advisory and pedagogical work with children and students, sports psychology, etc. In addition to theoretical significance, these studies also have practical significance in improving the motivation and efficiency of individuals and groups. Despite the numerous researches on achievement motives, there are few that deal with the artistic population. In our research we will investigate the expressiveness of four standard components of the achievement motive among art students. The intention is to determine whether there are differences in the components of achievement motives among students of different artistic fields. Materials and methods. 100 students from art academies (painting, sculpture, design and acting) participated in the research. The MOP2002 scale was used to examine the achievement motive, which, in addition to the intensity of the achievement motive, also measures the following components: competition with others, perseverance in achieving goals, achieving goals as a source of satisfaction and orientation towards planning. Results. The results show that artistic groups differ both in terms of expression and influence of achievement components. The achievement motive is the most pronounced among acting students, and the least among sculpture students. Also, the groups differ most on the components of achieving goals as a source of satisfaction and persistence in achieving goals. The influence of the competitiveness component proved to be weakly expressed in the decision to engage in art.

Exploring Factors Impacting Student Engagement and Performance Towards Work-Based Learning Among Culinary Students

This study explored factors affecting student engagement and performance in Work-Based Learning (WBL) among culinary students at Universiti Teknologi MARA (UiTM), Cawangan Pulau Pinang Branch, using a qualitative approach. Semi-structured interviews with six (6) Diploma Culinary Arts students from the 2019 and 2020 WBL programs were analyzed through thematic analysis. The findings revealed crucial factors influencing engagement and performance. Positive aspects included a strong knowledge base, high discipline, effective time management, and proactive behavior. However, significant barriers such as sexual harassment and unfair treatment by supervisors were identified. The study also highlighted the importance of industry involvement and feedback for successful WBL experiences. To improve the WBL program, it is recommended to enhance collaboration with industry partners, systematically gather feedback, and adopt flexible program designs. Addressing these issues could significantly boost learning outcomes, performance, and overall student engagement in the WBL program.

The Impact of Digital Literacy on the Creativity of Art Major University Students

This paper discusses the influence of digital literacy on the creativity of college students majoring in the fine arts. In the context of the rapid development of information technology, digital literacy has become an important part of artistic creation. An analysis of the impact of access to information and digital technology on the creative process reveals that rich knowledge reserves and access to information can stimulate inspiration and promote artistic creativity. Moreover, the use of digital tools provides creators with broader creative space and flexibility, thus enhancing their creativity. The paper also highlights the shortcomings of digital literacy education in colleges and universities and proposes suggestions for improvement, including updating the curriculum, improving equipment and strengthening teacher training, to better support the enhancement of digital art creation and the creativity of fine arts students.

New Media in Visual Communication Design and the Information Representation Skills of Art Students

This study examines the interplay between challenges and opportunities in the application of new media in visual communication design among art students. Through qualitative analysis of participant narratives and quantitative evaluations, the study identifies significant challenges related to adapting to new technologies, maintaining creativity, and integrating traditional cultural elements into modern frameworks. Key difficulties include resistance to change and gaps in technical skills, which hinder the effective use of new media tools and the incorporation of cultural symbols. Conversely, the study highlights several opportunities presented by new media. These include the flexibility to work beyond traditional constraints, a diverse array of technological tools that enrich the creative process, and the ability to preserve and promote traditional Chinese culture. New media’s dynamic and adaptable nature enables students to engage audiences more effectively and creatively while maintaining cultural relevance. The synthesis of challenges and opportunities reveals a complex landscape where the benefits of new media are counterbalanced by significant obstacles. Addressing these challenges through improved educational strategies and support systems is crucial for maximizing the advantages of new media. By bridging technical skill gaps and fostering adaptability, students can better utilize new media to enhance visual communication and cultural representation, ultimately leading to more impactful and meaningful creative outputs.

Stages of formation of artistic skills of art students

The author's elaboration of the stages of formation of artistic and visual skills of students of higher education institutions in the process of creative activity is disclosed and presented in the article for general consideration. The analysis of scientific, psychological-pedagogical and educational-methodical achievements of scientists was carried out in order to specify the content of the concept of "skill", classification of types and stages of the process of formation of skills. The subject of our research "artistic skills" is presented on the basis of thorough theoretical studies of scientists, the idea of ​​the concept of professional and artistic skills of fine art teachers is expanded, a generalization is made regarding the diversity of their types, to which we include artistic-technical, artistic-methodical, artistic-workshop and artistic - visual skills, which are also divided into their own subspecies. In the process of scientific research, the concept of psychological and pedagogical foundations of "formation of artistic skills" and the "exercise" method of generalizing its types and kinds were considered. A list of effective means of the system of educational tasks for art students of higher educational institutions is proposed for consideration, namely, technical methods and techniques in working with soft materials, such as: method - hatching, extinguishing, mixing colors, etc.; technique - side shading, shading, dry washing, wet brush, pen and others. Based on modern theoretical and scientific developments and conceptual ideas of scientists regarding the procedure of "formation of artistic skills", relying on our own professional experience, we reveal the essence and expediency of each of the six stages: organizational, diagnostic, analytical, systematic, synthetic and automation. In accordance with the presented stages, goals, tasks, methods, ways, rules, advantages and disadvantages of their application in practice are determined. The formation of students' artistic skills is due to the use of a number of appropriate methods: scientifically pedagogical - organizational, communicative, instruction, demonstration, illustration, explanation, master class, research, control, verification, current, forecasting, competition, observation and evaluation; personally developed artistic and technical methods that contribute to the effective and rapid mastering of the specifics of performing new technical actions by students in artistic educational activities - "experimental-diagnostic", "differential-constructive", "constructive division", "constructive combination", "holistic-constructive" ", "variable-interval"

Unveiling the Apathy: Understanding the Causes of Student Disengagement in Student Governance

This study delved into the causes of student disengagement in any form of student-based governance of the University of Cebu College of Arts and Sciences Department's Student Body Organization (CAS-SBO) during the academic year 2023-2024. A descriptive phenomenological research design was employed, exploring participants' experiences in student governance, how these experiences influence their lack of total disengagement and the strategies that could revitalize their engagement and active participation in the said area. Data were gathered through in-depth interviews with twelve students selected via linear snowball sampling, focusing on those with prior governance experience who did not participate in recent CAS-SBO activities. Thematic content analysis revealed nine emergent themes: (1) Lack of Connection, Inequality in Representation, and Faculty Intervention as essential experiences in student governance; (2) Student Unfamiliarity, Feeling Unrepresented, and Unmet Expectations as reasons for disengagement; and (3) Inclusive Activities, Addressing Electoral Disparity, and Empowered Leadership as potential strategies to increase engagement. Based on these findings, the study recommends regular CAS-SBO general assemblies, teambuilding exercises, leadership seminars, and the election of representatives for each degree program to foster more vital student involvement and improve representation. The study also suggests future research topics, including electoral system reforms and former CAS-SBO presidents' experiences.

Enforced freedoms: Testing art students’ artistic engagements in a folk high school

Drawing on convention theory and sociology of critique, this article examines how teachers at a Swedish folk high school coordinate students’ activities through tests. Through ethnographic descriptions of exercises, assignments, presentations, and exhibitions that test students’ engagement, it is shown how the teachers seek to depart from the standardized assessment procedure associated with formalized schooling. More specifically, the teachers’ tests destabilize the prevailing understanding of what art “is,” support the students to collectively explore and experiment with materials and highlight promising dimensions in their art-making. The article highlights “what is at stake” in art education and recognizes certain conventions as central in formatting, confirming, and interrogating the students’ understanding of their artistic practices. Through these tests, students face a contradiction of freedom: the freedom to find their unique voice and follow their inner calling, versus the explicit and imposed expectation to express their freedom in a certain way.

Factors Influencing the Continued Use of Procreate Digital Painting Software by Fine Arts Students in Chongqing, China

Background and Aim: With the rise of digital technology, digital painting software has become a tool for artistic expression. The purpose of this paper is to explore the factors that influence the continued use of Procreate digital painting software by undergraduate art students in Chongqing, China, through three major theories: ECM, UTAUT 2, SCT, and other modeling frameworks. Materials and Methods: This study adopted a quantitative approach to data collection using a five-point Likert scale for the questionnaire. The sample of this study was undergraduate students of six fine arts programs in different regions of Chongqing, China, and the participants were selected through a Judgmental or purposive sampling technique. The instrument used to collect the data was a questionnaire and the data were analyzed on 487 valid questionnaires, CFA and SEM were executed to validate the fit, validity, and reliability of the model and to confirm the causality between the variables for hypothesis testing. Results: All hypotheses were supported, with perceived usefulness and satisfaction as direct influences. self-efficacy had the most significant effect on perceived usefulness. Conclusion: Key factors influencing Chongqing art students' continued use of Procreate digital drawing software include hedonic motivation, confirmation, self-efficacy, and knowledge application, which together contribute to students' continuance intention to use the software by enhancing satisfaction and perceived usefulness. This study provides new perspectives for understanding the use of digital drawing software in art education, offers insights for educational institutions to optimize digital strategies for art education, helps software developers to improve product functionality, and guides art students to make more effective use of digital tools for art creation, thus promoting the in-depth application and development of digital drawing technology in the art field.

“I Learned How to Think, Not What to Think.” Student Perspectives on an Interdisciplinary Undergraduate Honours Programme

The Arts and Science Honours Academy (ASHA) is a unique interdisciplinary undergraduate honours programme at a large research-intensive university in Canada. Data were collected in early 2020 from 108 past and present students, representing the first eleven cohorts of the programme. Triangulating results from quantitative and qualitative analyses, we describe the ASHA students’ educational and social experience during their time at university and, for those who have graduated, their post-graduate activities. Situating our investigation within previous literature examining interdisciplinary undergraduate learning communities and high impact practices, we assess whether students from arts and science disciplines experienced the programme differently, and which aspects of the programme were most impactful. We find that academically, students reported benefiting from the exposure to interdisciplinary thought, the opportunity to do research, and the study abroad requirement. Socially, students reported benefiting from the connections they formed with a small cohort of high achieving peers from a variety of disciplinary backgrounds. While science students reported benefitting the most from ASHA socially, arts students were more likely to indicate that the programme influenced their careers following graduation. These findings provide evidence to support the creation and design of future interdisciplinary undergraduate programmes.

The mental imagery scale for art students: Building and validating a short form

Mental imagery is a vital cognitive skill that significantly influences how reality is perceived while creating art. Its multifaceted nature reveals various dimensions of creative expression, amplifying the inherent complexities of measuring it. This study aimed to shorten the Mental Imagery Scale in Artistic Creativity (MISAC) via the Ant Colony Optimization algorithm (ACO), a metaheuristic methodology for developing psychometrically robust brief scales. Answering 63 items in the original version of MISAC demands a higher cognitive load and, consequently, more time. Therefore, our goal was to shorten it while preserving its psychometric properties. In this study, responses to the MISAC were obtained from 500 undergraduate students enrolled in an art education program. The items on the short form of the MISAC were selected based on pre-specified validity criteria and content representability. The 28-item short form of MISAC demonstrated comparable performance to the original version regarding construct validity, criteria-related validity, and reliability coefficients. Moreover, strict invariance was attained across both gender groups in the validation process of the short form. These results highlight the utility of the shortened version of the MISAC as a valid measure with minimal loss of information of scores compared to the full version.

Beholding the Faces of Happiness: Soliciting the Views of the Chinese Art Students Toward an Enriched Well-Being Program

The basic purpose of this study was to investigate the happiness levels of students in Chinese art colleges, with the aim of addressing pressing issues of student well-being and identifying the factors that influence happiness levels in this academic context. This study adopts qualitative interview research method. We conducted in-depth interviews with representative students from art schools in different regions of China to gain a deeper understanding of their experiences and perceptions. Analysis of the survey data revealed several key findings. Overall, most students at Chinese art colleges say their happiness ranges from medium to high. Factors that promote their well-being include a supportive social environment, opportunities for artistic expression, and a sense of belonging to the university community. However, there is a significant correlation between happiness levels and factors such as work intensity, stress levels and financial problems. Qualitative analysis of the interview data further shed light on the students' nuanced experiences, underscoring the importance of overall well-being to academic success. The survey results show that the happiness of Chinese art college students is obviously affected by internal and external factors. To improve overall well-being, it is recommended that the Institute implement targeted interventions aimed at reducing academic stress, fostering a culture of support and inclusion, and providing resources for mental health and financial assistance. In addition, promoting a balance between academic rigor and extracurricular activities can lead to a more fulfilling student experience. Future research efforts should continue to monitor and assess student well-being levels, with a focus on longitudinal studies and comparative analyses across different academic institutions.

Design-based learning in higher education: Its effects on students’ motivation, creativity and design skills

In art and design education, the roles of motivation and creative performance in design skills hold immense significance for design students. As such, the teachers’ instructional strategies are crucial. Among these strategies, design-based learning (DBL) is one of the important instructional processes that integrates design principles, problem-solving skills, and creative thinking to engage students in hands-on, authentic learning experiences. This study aimed to investigate the effects of DBL on the motivation, creativity, and design skills of students in art and design education. Pre- and post-test experimental research was conducted on 207 participants who specialize in art and design education at Kazan Federal University and the Kazan State Institute of Culture. Employing non-probability sampling, they were assigned to an experimental (treatment using DBL; 105 students) and a control (traditional instruction; 102 students) group. The findings demonstrated that the experimental group significantly outperformed the control group, while no significant interaction was observed between groups and sexes in the development of motivation, creativity, and design skills. Moreover, achievement motivation was found to significantly influence creative performance and design skills. This research serves as a valuable resource for educators and researchers, as it offers insights into fostering the creative performance of students within the field of art and design education.

Determinants of Final Project Commercialization among Movies and Art Students: Moderating Impact of Socioeconomic and Education Disparities

Background and Purpose: This research has designed the main objective to elucidate the role of different commercialization capabilities (competitive intelligence capabilities, knowledge management capabilities and quality management capabilities) in predicting the creative ideation of art and movie students. Additionally, the moderating impact of socioeconomic status and education disparities is also considered in the conceptual framework. Methodology: This study was conducted within the context of China and the art and movies students were assessed using random sampling. A self-structured questionnaire was distributed and quantitative data through closed-ended questions was gathered from the target population. The main analysis technique was the Partial Least Square Structural Equational Modelling PLS-SEM in the Smart PLS application. Findings: With the bootstrapping method, the analysis results depicted the significant and positive influence of commercialization capabilities (including competitive intelligence capabilities, knowledge management capabilities and quality management capabilities) and creative ideation among the art students. Conclusion and Implications: The education disparities suggested a significant external role in influencing the association between commercialization capabilities and creative ideation. With these findings, this study has made a novel contribution to the knowledge field by sharing the perceptions of art and movie students and enlightening their reflections regarding the commercialization of their projects and subjective hard work.

Conceptualizing the Digital Pedagogy in Arts Higher Education: Examining the Roles of Training, Technology Support, and Teacher Mindsets

In this concept paper, the propositions for incorporating professional development, ICT awareness, and technical support to introduce technology incorporation practices among College of Arts instructors are discussed. Drawing from past research in practice, this study’s conceptual framework posits value and ability beliefs as the mediators of technology integration practices. This research establishes professional development, ICT knowledge, and technical assistance as determinants of technology integration practices for learning in the study and looks at the value and ability beliefs and their impact on the instructors’ decision to integrate technology into the teaching practice. This work contributes to the generation of practical and theoretical knowledge for designing effective technology integration in arts education practices, underscoring the centrality of the multipronged perspectives of instructors’ belief, content, and practice knowing. In this case, this study seeks to improve the quality of arts education and better prepare College of Arts students for the job market of the still-growing technology focused era by raising the level of preparedness for integrating technology into lessons of the College of Arts instructors.

What is the minimal perceptible change for the dimensional alteration of facial structures in the frontal view?

BackgroundA better understanding of the perceptibility of dimensional changes in facial structures is of interest to all involved in facial esthetics. PurposeWe aimed to determine the minimal perceptible change (MPC) in the dimensional alterations of the facial structures in the frontal view and the influential factors. Study design, setting, sampleThis cross-sectional study was conducted on individuals accompanying the patients at the outpatient department of a tertiary care hospital and students in art and science. Those with impaired cognition, craniofacial anomalies, history of esthetic facial surgeries and health professionals working on facial esthetics were excluded. Independent variablesThe observers assessed the frontal photographs of two models and their modifications. The independent variables were the anatomic structure modified (mouth, nose, ears, eyes), the percentage change (5, 10, 15%), and the type of modification (magnification or reduction). Outcome VariablesThe outcome variables were the MPC (perceived by at least 50% of the observers) and the perceptibility of changes (Yes/No) CovariatesThe age of the observer, the sex of the observer and the model were the covariates. AnalysisThe inter-group differences in perceptibility of changes and the influence of independent variables and covariates were analyzed with Chi-square / Cochran's Q test and generalized estimating equations, respectively, with statistical significance set at p<.05. ResultsThe sample comprised 110 males and 110 females, aged 23.9 ± 5.8 years. The MPC was 5% for the mouth, nose, and eyes and 15% for the ears. The changes in the nose [OR=0.68(0.56-0.83), p<.001], ears [OR=0.29(0.24-0.36), p<.001], and eyes [OR=0.78(0.64-0.95), p=.015] were less perceptible than the mouth. The perceptibility was higher in female than male observers [OR= 1.37(1.11-1.69), p=.003] and reduction than magnification [OR=1.11(1.00-1.23) p=.036]. Compared to a 5% change, the perceptibility was higher for 10 and 15% [OR= 2.00(1.76-2.27), 3.33(2.84-3.91), respectively, p<.001]. Conclusions and RelevanceThe MPC was 5% for the mouth, nose, and eyes and 15% for the ears. The perceptibility of change was influenced by the structure, the extent and type of modification and the observer's sex. These findings may be of use to all professionals involved in esthetic facial corrections.