Subject Of Art Research Articles

Effectiveness of the ‘Untact Unification Education Program’ on the Leadership Development of Unification Awareness of MZ Generation : FGI

This study examines the unification awareness of the MZ generation and develops unification leadership. To extract data of detail, the study of the focus group interview (FGI) included a total of 12 students who took the course throughout the first and second semester of 2021. Necessary procedures were taken to prevent ethical breaches from study participants, and all data were categorized. Through a process of transcriptionAs a result of the study, a total of 12 subcategories with 30 concepts were derived from 4 areas of categories. Namely, research results, significance as a liberal arts subject, positive perception of unification, negative perception of unification, leadership cultivation through education and vision design (there are more than 4 categories listed). Through this study, a plan for unification education was derived and proposed to raise awareness of unification for the development of leadership competency.

Analysis of the Educational Effects Regarding the Use of ChatGPT in Compulsory Basic Coding Subjects

Computational thinking and basic coding education are recognized as essential competencies for living in the era of the 4th Industrial Revolution. Therefore, there has been a recent trend in universities to expand the number of required general education classes dealing with basic coding and AI data analysis. Computational thinking and coding are unfamiliar fields to college freshmen, so they often find these fields of study difficult. In addition, there is a large variation in class understanding depending on the student's elementary, middle, and high school learning background, making it difficult to administer the course as a required liberal arts course. To solve these problems, instructors can consider introducing the ChatGPT service, an AI-generated chatbot. In this study, the effectiveness of ChatGPT was analyzed by applying ChatGPT to some classes in the compulsory liberal arts subject in computational thinking at S University in Seoul. Out of a total of 75 classes, 7 classes included the use of ChatGPT in the curriculum and actively utilized it, while the remaining 68 classes used the existing general method. An end-of-semester student survey was conducted, and 966 students participated in the survey. Following this, a t-test was performed to compare the differences in satisfaction and perception between the two groups. As a result of the analysis, this study confirmed that the classes that actively used ChatGPT brought about a positive perception among the students in terms of their satisfaction with the course and their awareness of ChatGPT use. Moreover, this study confirmed a statistically significant difference between the students’ perception and satisfaction with this chatbot. The use of ChatGPT in basic coding has positive aspects, but on the other hand, it may have a negative effect on developing one's capabilities as students become dependent on AI chatbots. In the future, there is a need to develop and operate a more systematic ChatGPT application curriculum and to analyze its effectiveness.

Art gamification (and digital/media arts) for special school: New thinking shifts for inclusive metaverse’s engineering

<p>The paper briefly describes the incorporation of several complementary subjects of art, technology, digital, and media to support the implementation of educational accessibility. The general goal is to promote the accessible metaverse for special schools related to the participation of students with different types of disability, assuming the motivation of digital/media arts activities in various interactive tools. This methodology was carried out in a documentary review to investigate the different elements of the virtual world through a metaverse analysis and new interactive tools such as school gamification. The key steps include investigating accessibility needs, creating interactive media, providing training, implementing virtual reality, and promoting social interaction; however, there are ten pillars to highlight the potential of metaverse engineering for inclusive learning in special schools, fostering creativity and collaboration while ensuring accessibility. In conclusion, metaverse educational accessibility in special schools for digital/media arts enables progress and learning through interactive tools, promoting social interaction and inclusion.</p>

Art gamification (and digital/media arts) for special school: New thinking shifts for inclusive metaverse’s engineering

<p>The paper briefly describes the incorporation of several complementary subjects of art, technology, digital, and media to support the implementation of educational accessibility. The general goal is to promote the accessible metaverse for special schools related to the participation of students with different types of disability, assuming the motivation of digital/media arts activities in various interactive tools. This methodology was carried out in a documentary review to investigate the different elements of the virtual world through a metaverse analysis and new interactive tools such as school gamification. The key steps include investigating accessibility needs, creating interactive media, providing training, implementing virtual reality, and promoting social interaction; however, there are ten pillars to highlight the potential of metaverse engineering for inclusive learning in special schools, fostering creativity and collaboration while ensuring accessibility. In conclusion, metaverse educational accessibility in special schools for digital/media arts enables progress and learning through interactive tools, promoting social interaction and inclusion.</p>

Comparative Study of UCC and UEW B.Ed JHS Visual Art Options as Initial Teacher Preparation for the New Creative Arts and Design Curriculum for JHS

Purpose of the study: The purpose of this study, therefore, is to compare the developed JHS visual art curricula of the two universities (UCC and UEW) as being implemented in the colleges of education, vis-a-vis the new JHS Creative Arts and Design curriculum to find out which of the curricula covers all aspects of Creative Arts and Design in JHS.
 Methodology: The study adopted a qualitative research approach using document analysis and autoethnography as data collection instruments.
 Main Findings: The study found that whereas UCC offers a combined major of visual art, UEW offers visual art as a standalone programme but both models of visual art education do not meet the full complement of the Creative Arts and Design subject in the JHS because the performing art aspect is not catered for in both models.
 Novelty/Originality of this study: The study recommends that both curricula should be reviewed to factor in the performing art aspect of the JHS Creative Arts and Design subject to enable them to train teachers who are fit for purpose.

Applying the Delphi Approach to Incorporate Voiceless Stakeholders in Community Planning

In the planning process, it is crucial to involve every key stakeholder for effective collaborative participation. However, in real-world practice, planners often face difficulties engaging stakeholders who remain passive. The authors argue that the Delphi method, when modified to enhance planners’ roles as a communication channel, can bridge this gap, serving as a tool to facilitate communication with these passive stakeholders and fostering consensus between those who actively voice their opinions and those who do not. Therefore, this study introduces a ‘planner-aided’ policy Delphi method, which is a revised version of existing Delphi methods tailored to better serve these goals. The authors then explore the effectiveness of this proposed method in engaging voiceless stakeholders in the participatory planning process through a case study of the Seohak-dong Art Theme Street design project in Jeonju, South Korea. This study finds that the PAP Delphi technique integrated into participatory planning effectively reflected the thoughts of voiceless stakeholders. This research contributes by proposing a practical and easy-to-use method for urban planners to engage less-vocal groups and demonstrating its effectiveness.

FAT-integrated pedagogy: a case study of footwear product design instruction in higher education

ABSTRACT Facing the drawback of the traditional product design approach and educational courses, this study aimed to explore an innovative approach through which synthesised knowledge and skills of product design in Function (F), Aesthetics (A) and Technology (T) can be integrated into the instruction of art and design subjects in higher education. With shoe modelling as a study case, experiments with the involvement of 19 participants were conducted to test a traditional shoe design method and a FAT-integrated shoe design method in terms of efficiency, flexibility and accuracy. The results demonstrated that the FAT-integrated shoe design method was more advantages than the traditional method. The study can conclude that the FAT-integrated shoe design method can not only propel the efficiency of product design but also the quality. It can enhance the quality of higher education in art and design subjects and promote the new technology application in traditional labour-intensive industries.

First direct evidence of lion hunting and the early use of a lion pelt by Neanderthals

During the Upper Paleolithic, lions become an important theme in Paleolithic art and are more frequent in anthropogenic faunal assemblages. However, the relationship between hominins and lions in earlier periods is poorly known and primarily interpreted as interspecies competition. Here we present new evidence for Neanderthal-cave lion interactions during the Middle Paleolithic. We report new evidence of hunting lesions on the 48,000 years old cave lion skeleton found at Siegsdorf (Germany) that attest to the earliest direct instance of a large predator kill in human history. A comparative analysis of a partial puncture to a rib suggests that the fatal stab was delivered with a wooden thrusting spear. We also present the discovery of distal lion phalanges of at least 190,000 years old from Einhornhöhle (Germany), representing the earliest example of the use of cave lion skin by Neanderthals in Central Europe. Our study provides novel evidence on a new dimension of Neanderthal behavioral complexity.

The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education

In 2019, the University of the Arts London (UAL) declared a Climate Emergency and undertook to make sustainability a required part of the student learning experience. Subsequently, in 2021, UAL published an anti-racism action plan and declared itself an activist university. These initiatives require educators across UAL’s six constituent colleges – of which Central Saint Martins (CSM) is one – to underpin creative arts learning and teaching with an understanding of global ecologies and societal structures. Since the advent of the COVID-19 pandemic, a considerable amount of this teaching has been delivered online. This case study – based on data gathered from students participating in online workshops – seeks to understand how established teaching practices, such as object-based and experiential learning, can be mobilized to support student understanding of these complex global and societal issues in an online learning environment. We also address the challenges and benefits of teaching art and design subjects using educational technology and ask whether experiential pedagogies can be successfully translated for delivery online.

공유대학의 현황과 발전 방안 연구

The purpose of this study is to explore the current status and development plan for sharing of liberal arts courses in locally-based universities. Interviews were conducted with managers of 5 regions promoting the sharing of liberal arts subjects. Data related to the criteria for selecting liberal arts subjects, sharing methods, and student selection methods were determined. Additionally, FGI (Focus Group Interview) was conducted with 4 experts related to sharing liberal arts courses for suggesting development plans of liberal arts subject sharing of universities in local ares. As a result of the analysis, the subject tended to be selected by the professor in charge of the shared university, and the sharing method was mainly nonface-to-face and non-face-to-face mixed use. Lastly, as for the student selection method, each school sometimes limited the number of students, while others did not. This study is meaningful in suggesting implications such as subject selection, evaluation, and sharing methods for development plans when regional-based universities want to successfully promote liberal arts sharing in the future.

The Trajectories of Arts and Culture Students Transitioning from Rural Secondary Contexts to Higher Education: A Self-Study of Practice

This is a self-study of practice investigating the trajectories of Arts and Culture students transitioning from rural secondary contexts to Higher Education Institutions (HEIs). The main objective of this paper was to propose support strategies for first-year university students majoring in Arts and Culture at a specific HEI. First-time entering students (FTENs) struggle to transition from secondary to postsecondary education for a variety of reasons. The paper was based on Bronfenbrenner’s bioecological systems theory, which states that individuals are still influenced by their environment but become important through interactions with other influencers in each system. This research inquiry utilized an interpretive paradigm and a qualitative approach through a self-study of practice, and data was gathered using a qualitative questionnaire, observations, and document analysis. The data was thematically analyzed concurrently with data collection. Participants were selected from several ethnic groups, such as Xhosas, Zulus, Sothos, and others. They were selected purposefully, but Xhosas and females predominated. The findings revealed insufficient exposure to advanced and modern cultural activities; a lack of enthusiasm and passion for arts subjects; and the negative impact of transitioning on students’ learning. These hiccups have a detrimental effect on students’ transitions to HEIs. The paper recommended these support strategies: capacity building of students with proficient skills to transition effectively; use of teaching and learning strategies that cater for students’ different learning styles; and consideration of students’ backgrounds and indigenous knowledge. These variables may help first-year Arts and Culture students transition smoothly into higher education. Keywords: Transition, Arts and Culture, Rural students, teaching and learning, support strategies

‘The way I know is by looking back’: English primary school children’s views of making progress in arts subjects

ABSTRACT Educators are concerned that children make progress in their learning. While there are both policy and professional debates about how progress should be monitored and assessed, the views of children are rarely considered. Grounded in the ‘voiced’ research tradition, this paper reports on 158 focus group interviews with upper primary school students in purposefully selected arts rich schools in England. Children were asked about what they thought progress in arts subjects was, and how it was achieved. No children talked about grades or marks and only a handful mentioned rewards schemes. Their own evaluations and those of significant others, teachers, friends and family were very important. Children saw progress as supported and shaped by teacher pacing, scaffolding and feedback. Their own commitment to practice, use of feedback, persistence and self-belief were also highly significant. We suggest that these children’s understandings have implications for the work that arts teachers do, and in particular for the ways in which children use feedback and develop their own criteria for self-evaluation.

A BRIEF STUDY OF AUTOBIOGRAPHICAL ART PRACTICES IN CONTEMPORARY INDIAN PAINTINGS

This research paper investigate about the Autobiographical Art Practices in Indian Paintings. The study was undertaken with the purpose of exploring the concept of autobiography, its societal implications, and fostering an understanding of our own identity and humanity by delving into the lives of others from different times and locations. The main objective was to shed light on the nature of self-awareness and our interconnectedness with the human experience. Further, it discussed individuality, which encompasses our perceptions of our personality traits, physical attributes, skills, values, and duties as well as the understanding that we exist as unique beings. And has also shown that practice of autobiographical art can be found in a variety of Indian paintings, which are about protagonist’s journey to share their experiences with the world.Moreover, the subjectivity of arts leads to autobiographical art practices, as subjectivity in Indian art arises from the artist’s personal experience, belief, and values. The autobiography is used to express the artist’s individual perspective on life, culture, and the world around them. Indian artists have continued to explore their subjectivity through their art, often using it to explore themes of identity, politics, and social issues.Further, autobiographical art in India can also be seen as a way for artists to explore their own personal struggles and triumphs, and to share their stories with the world. Furthermore, it also explored the complexities of the Indian diaspora, and to create a dialogue between the artist and a viewer and to create space for dialogue and understanding.

Kenji Yanobe, Atom Suit, and Chornobyl

This article examines the Atom Suit Project carried out by Japanese artist Kenji Yanobe in the Chornobyl zone in 1997. Employing an ecocritical theoretical lens, I focus on the relationship between the artwork and the place of its stage—a site of a nuclear disaster—in order to better understand art’s agency in the face of the ecological emergencies caused by the nuclear industry’s impact on the planet’s environment locally and globally. In brief, the main claim of the article is this: if the Chornobyl disaster endangered the basic biological need of staying alive, the Atom Suit Project surpassed trivializing survival as an art theme and instead enacted it as an aspect of the disaster’s reality. In the main body of the article, I support this claim by detailing the project’s survival strategies ranging from radiation shielding, body mobility, and the danger detection system to evoking hope and interfering with the politics of nuclear denial. The article’s concluding section discusses the Atom Suit Project’s potential to survive into the deep future.

Rap and Realism

Over a century and a half since his passing, scholars remember Gustave Courbet (1819–1877) as a French painter who expanded the boundaries of art through his rejection of traditionally imposed artistic conventions and cultivation of a larger-than-life persona. As a master of self-promotion and image creation, Courbet’s unique self-positioning and performance of identity are frequently explored within contemporary scholarship. However, extant literature has yet to consider the similarities between Courbet’s performance of identity and that of influential contemporary rap artists. Looking to artistic themes employed by the painter and his self-presentation, I argue that Courbet tailored his identity performance so that audiences conflated his artistic output with his public image, both of which drew upon his rural background to suggest a disadvantaged socioeconomic status—a background lauded by his supporters as providing Courbet with the authenticity required for artistic legitimacy. Furthermore, I argue that contemporary rap artists perform their identity in much of the same manner. Like Courbet, contemporary rap artists continuously enact qualities associated with a low socioeconomic status and reference this social standing in their music to fuse their personal reputation and musical output, which affords these artists the authenticity required for success.

Exploring the Meanings of ‘Community-Based’ within the Context of an Art Subject: Based on the Analysis of the Contents of the National Curriculum

Exploring the Meanings of ‘Community-Based’ within the Context of an Art Subject: Based on the Analysis of the Contents of the National Curriculum

IMPLEMENTATION OF AESTHETIC EDUCATION OF STUDENTS WITH COOPERATIVE METHODS OF TEACHING OF FINE ARTS (BASED ON PERSONAL EXPERIENCES)

Cooperative learning is a new culture of group work cooperation. First of all, it is due to the development of students’ ability to work independently, because during group work, pupils are separated from the teacher-they work without the teacher’s intervention. Group work is a form of learning, the frequent use of which leads to independence, which is already seen as a personal quality, and it is very necessary in the further work of the schoolchild. The philosopher of the 20th century, John Dury, believes that the school should teach pupils to work together in order to apply it all in life. Cooperative learning helps pupils think, make a research, share experience with each other, make independent decisions discuss certain ideas and perspectives. In order to perform group work, heterogeneous groups are formed in two ways. 1. Mixed groups with pupils recruited from different classes. This method is applicable in the yard form of cooperative learning [3]. When working in this way, closeness, friendship, and respect are created among the pupils: the younger ones take into account the opinions of the upperclassmen, and the latter show great attention, care and help to the younger ones. 2. Permanent, long-term operation groups applicable to cooperative learning a) in classroom form [4], b) during group games. When assigning groups work, ready-made groups whose members are already adapted seem to communicate intuitively and immediately begin to work together. As a result, when looking at the finished painting, it looks like it was done by single pupil. Group games stimulate students’ creative thinking, develop their imagination, ability to quickly find solutions, team thinking. Thanks to group games, pupils student develop independence and friendship. It affects the formation of students’ personality and value system. Group work is supervised by the teacher, and if necessary, some help is given. A certain group of parents and teachers have a mistaken opinion that many pupils are not capable and cannot draw, because in order to be able to draw they need innate abilities. Based on work experience, it can be concluded that all children are capable, even talented. The teacher’s role is to discover the student’s potential, especially among the insecure, to break the stereotypes of their fear and mistrust, to awaken love for the art subject. Different forms and methods of approach should be used in this matter:

Virtual Reality: Video Media Pembelajaran Seni Budaya di SMPN 02 Palangka Raya

The creativity of learning arts and culture by utilizing technology can increase innovation and creativity in the world of education so that the learning process is easier to understand and has an interest in students, so that it is closer to the daily activities of young people in the digital era, especially existing students. at junior high school 02 Palangka Raya. The purpose of this study was to find out the application of virtual reality-based art learning media at junior high school 02 Palangka Raya. The research method used in this study is qualitative description. In the application of virtual reality-based art learning media to class VII students of junior high school 02 Palangka Raya, art learning media is a form of responsibility for developing teaching tools for a teacher, with contents in arts and crafts, sculpture, architecture, ceramics, and traditional weapons. The form of the content of this learning medium is images and videos that are developed as attractively as possible based on the teacher's abilities in the world of graphic design. The application of learning media carried out by virtual reality-based teachers refers to the curriculum and teaching tools with the aim of achieving aspects of attitude, knowledge, and skills in fine arts subjects.

The Effectiveness of Online Examination Based on Google Form on Art Culture Class Students Subject in SMP Negeri 2 Baranti

This study is to determine the effectiveness of google form-based online exams in cultural arts subjects of seventh grade students of SMP Negeri 2 Baranti, Sidenreng Rappang Regency. The population of this study were all seventh grade students of SMP Negeri 2 Baranti, Sidenreng Rappang Regency, a total of 137 people, and the sample taken was 28 people, and this study used non-probability sampling. The data collection techniques used were observation techniques, documentation techniques and questionnaire techniques. The effectiveness indicators in this study are based on Sinambella's theory, the three effectiveness indicators are: learning completeness, timeliness, and student response. Testing the research hypothesis, data analysis obtained a percentage of 85% ability for learning completeness, timeliness is said to be effective because the time given is sufficient for taking the exam and for the student response obtained 100% results this can be seen from the completion of the exam and the questionnaire that has been distributed link. Based on the results of this study, it shows that the effectiveness of Google Form-based online exams in cultural arts subjects for seventh grade students of SMP Negeri 2 Baranti, Sidenreng Rappang Regency in the 2022/2023 school year "is declared effective

Pelatihan Pembuatan Video Audio Visual Sebagai Inovasi Pembelajaran, Media Ekspresi dan Penunjang Siswa pada Mata Pelajaran Seni Budaya Di SMP Negeri 1 Jatirogo

Practically, the subject of Culture and Arts at schools is closely related to the advancement of information technology. However, the utilization remains low, causing the instructional process to be less innovative. Knowledge of art and culture in the subject should be an expressive, interactive, and dynamic lesson if technology is used as one of the teaching-learning media. One example is the creation of audiovisual videos about art and culture. A training was created for selected junior high school students at SMP Negeri 1 Jatirogo to make audiovisual short films. The purpose is to teach knowledge on using one of the latest advancements in information technology, particularly audiovisual video, and a participative learning experience that differs from past techniques. The approach employed is participatory, with students serving as learning resources to improve soft skills and abilities in processing and applying concepts in audiovisual form and training to be autonomous and responsible in the learning process. The outcomes of this program provide new ideas for instructors, particularly Cultural and Arts teachers, to create further learning innovations for more engaging, expressive, and apprehensible class meetings through audiovisuals. Another outcome is that students gain diverse learning experiences, including an understanding of short filmmaking, which is another approach to incorporating arts into learning, particularly in Culture and Arts.