Arts Courses Research Articles

Path of General Skills Cultivation in Art Courses for Preschool Education Majors in Colleges and Universities-Based on NCA and FSQCA Methods

Path of General Skills Cultivation in Art Courses for Preschool Education Majors in Colleges and Universities-Based on NCA and FSQCA Methods

Empathy and tolerance of ambiguity in medical students and doctors participating in art-based observational training at the Rijksmuseum in Amsterdam, Netherlands: a before-and-after study.

This research presents an experimental study using validated questionnaires to quantitatively assess the outcomes of art-based observational training in medical students, residents, and specialists. The study tested the hypothesis that art-based observational training would lead to measurable effects on judgement skills (tolerance of ambiguity) and empathy in medical students and doctors. An experimental cohort study with pre- and post-intervention assessments was conducted using validated questionnaires and qualitative evaluation forms to examine the outcomes of art-based observational training in medical students and doctors. Between December 2023 and June 2024, 15 art courses were conducted in the Rijksmuseum in Amsterdam. Participants were assessed on empathy using the Jefferson Scale of Empathy (JSE) and tolerance of ambiguity using the Tolerance of Ambiguity in Medical Students and Doctors scale (TAMSAD). In total, 91 participants were included; 29 participants completed the JSE and 62 completed the TAMSAD scales. The results showed statistically significant post-test increases for mean JSE and TAMSAD scores (3.71 points for the JSE, ranging from 20 to 140, and 1.86 points for the TAMSAD, ranging from 0 to 100). The qualitative findings were predominantly positive. The results suggest that incorporating art-based observational training in medical education improves empathy and tolerance of ambiguity. This study highlights the importance of art-based observational training in medical education in the professional development of medical students and doctors.

The Teaching Reform and Innovation Exploration of Wushu Sanda Course in Higher Vocational College

As the country exerts importance on the development and innovation of Chinese excellent traditional culture, more traditional projects are applied in education and teaching. As an important output of training professional talents, higher vocational education colleges should pay more attention to the application of excellent traditional culture in education and teaching. Wushu Sanda is a traditional sport with a long history in China, which is gradually loved and welcomed by young people. It shines in higher vocational physical education curriculum. However, compared with other traditional sports teaching, the Wushu Sanda course in higher vocational colleges has less research, which is in the process of active exploration and development. Moreover, under the impact of traditional teaching forms, it is difficult to develop a more diversified and innovative teaching mode, which is not conducive to the improvement of students’ comprehensive quality. On this basis, this paper will focus on the three major courses of martial arts in higher vocational colleges, start from the significance of martial arts Sanda teaching, and then briefly analyze the practical difficulties encountered in the development process. Finally, it puts forward relevant teaching strategies, aiming at improving the teaching quality and efficiency of martial arts Sanda courses, enhancing teaching effectiveness, and cultivating students’ good physical quality and Sanda skills. Lay a good foundation for the development of students’ comprehensive ability.

Study on the path of clustering construction of rural primary schools' aesthetic education programs from the perspective of resource integration.

Aesthetic education is an important part of the overall development of students. This study analyzes the number of rural schools and enrollment, number of classes, and number of full-time teachers in those schools from 2013 to 2022, and clarifies the current challenges in aesthetic education in rural elementary schools and the path of quality improvement. It then constructs a curriculum cluster model that shares resources, teachers, management, instructional design, and practical activities, etc. The results find that (1) the number of rural primary schools in 2013-2022 shows a decreasing trend, and in 2022 there was a 45.77% decrease relative to 2013. The number of rural elementary schools in 2022 shows a decreasing trend, and the relative decrease in 2022 compared with 2013 is 45.77%. From 2013 to 2022, the number of elementary schools in rural areas was more than 50% of the total number of elementary schools. Rural elementary schools in China are scattered, the distribution rate of aesthetic education resources is low, and it is difficult to popularize high-quality aesthetic education resources. (2) The number of classes in China's rural elementary schools decreased 30.28% from 1.139 million in 2013 to 788,000 in 2022. The small size of rural schools, small number of teaching classes, and small number of students lead to less investment in resources for schools to offer aesthetic education, and the integration of collective public art courses cannot be realized. (3) Using the model of a "two-dimensional aesthetic education curriculum cluster," we can improve the high-quality development of aesthetic education in rural schools. (4) The design path of the aesthetic education curriculum clusters focuses on the implementation and implantation of teaching objectives, teaching design and teaching process by grade, and links interest activities, nature and social observation activities, etc. Organically with aesthetic education. This study can thereby an effective path for the improvement of the quality of aesthetic education in rural elementary schools and the high-quality development of aesthetic education in rural schools.

A Liberal Arts Course ‘Study on Studies’ with Expanded Content Based on Professors' Convergence

To address the issues caused by the segmentation and fragmentation of knowledge in our highly specialized modern society, convergence-oriented liberal arts education is essential. This paper introduces the development and operational case of a convergence liberal arts course, ‘Study on Studies’, approached from a fresh perspective. Current general liberal arts education in universities often falls short of effectively helping students develop the ability to think integratively across various disciplines. ‘Study on Studies’ is designed so that professors first engage in convergence learning across diverse academic fields and, based on this experience, foster students' integrated thinking skills. This course enables students to experience convergence thinking by exploring a range of disciplines, centered on the integration of the humanities, social sciences, and natural sciences. This paper presents the specific structure and content system of the course and discusses the potential and directions for improving convergence education based on actual operational experience. While major-specific education effectively delivers specialized knowledge, liberal arts education can only be impactful when it fosters convergence thinking and experiences through an integrative, rather than purely professional, approach. To enhance the effectiveness of convergence education, I propose a new model for liberal arts courses, addressing both structural and content-related aspects, and anticipate a qualitative transformation in liberal arts education for the future.

A Study of Joint Liberal Arts Curriculum Operation for College Students in the Shared University System

This study aims to present the development and implementation case of a joint liberal arts curriculum for college students through the Shared University system, and to derive implications for operating shared liberal arts curricula among regional universities. The research procedure was as follows: First, Focus Group Interviews (FGI) were conducted with 16 college students and 3 faculty members to understand the difficulties faced by college students in regional universities. Next, the core competencies and curricula of universities in the Gangwon region were investigated and analyzed to develop a joint liberal arts curriculum. Finally, a survey was conducted and analyzed with 130 college students who completed the joint liberal arts curriculum developed by the shared university system. The common liberal arts courses of Shared University were positively evaluated in terms of diversity and convenience of classes. Additionally, there was a significant correlation between satisfaction with the curriculum and the desire to remain and form lasting ties in the region. The findings highlight how shared universities, as unified educational platforms, can facilitate the exchange of liberal arts education, enhance inter-university collaboration, and generate educational outcomes challenging to achieve by individual institutions alone. This suggests shared universities can significantly enhance regional education capabilities and act as a pivotal hub connecting various regional universities.

A Study on Improvement Measures according to the Development and Operation of Graduate School Convergence Liberal Arts Subjects applying Team Teaching Methods : Focusing on ‘Mind Immunity Coaching’

This study aims to analyze the development and operation cases of applying the team teaching method to ‘Mind Immune Coaching’, a liberal arts course at a university, and to suggest improvement measures in the future. The research method was to conduct a survey of 85 students who took the ‘Mind Immune Coaching’ course in the first semester of the 2024 academic year to objectively understand the learners' experiences and perceptions.</br>The research results showed that the team teaching method provides students with various perspectives and interdisciplinary perspectives and promotes creative and convergent problem-solving activities. Based on these results, three major improvement measures were derived.</br>First, research on learner awareness and satisfaction was strengthened as an important factor for realizing learner-centered education. Second, it is necessary to strengthen the interaction between instructors and learners in a distance education environment and develop an efficient question-and-answer method. Third, it is necessary to study and develop an efficient operation plan to improve the educational quality of distance education through the team teaching method.</br>Accordingly, this study provides an empirical analysis of the effectiveness and challenges of team teaching methods, explores possibilities for realizing learner-centered education in a university distance education environment, and suggests implications for developing customized teaching methods based on edutech. In addition, it is expected to contribute to the development of various liberal arts subjects by suggesting a new model of convergence liberal arts education as a direction for innovation in university liberal arts education.

Analysis of Students' Evaluation of Competency-Based Course in Liberal Arts Education : Focusing on 〈Personality and Communication〉

The purpose of this study is to analyze the results of students’ evaluation of the compulsory liberal arts courses <personality and communication> which was developed and operated as competency-based education during 2021-2023 according to the following three variables(year of opening, campus, online/offline), and to derive implications for course improvement by analyzing the relationships between the evaluation factors. As a result, there was a statistically significant difference in the total mean differences and in every evaluation factors according to the year of opening and online/offline type, but campuses. In year of opening, the overall average in 2023 and all course evaluation factors were significantly higher than in 2021 and 2022, and in online/offline class type, face-to-face classes in 2023 showed higher in all factors compared to non-face-to-face distance classes in 2021 and 2022. In addition, as a result of examining the relationships between evaluation factors, course satisfaction was most correlated with ‘evaluation and feedback’, the factors most correlated with evaluation and feedback were ‘instructional methods and participation’, the factors most correlated to instructional methods and participation were ‘content’, and the factor most correlated to content was ‘lesson plan and adherence’. Through these results, it was discussed that in order to improve students' course satisfaction in competency-based education, it is important to make various efforts to improve the content, instructional methods and participation, but the most important thing is to present clear and specific evaluation criteria following core performance tasks, and to help students grow with specific and professional feedback from instructors based on them.

Analysis of Student Needs for the Use of Anonymous Chatting in Liberal Arts Education

This study explores the impact of using anonymous open chatting systems in university liberal arts courses on learning quality, efficiency, and student satisfaction, while identifying the demands of learners. Data were collected through an online survey of 588 undergraduate students at Sangmyung University, comprising 39 questions about usage experience, pros and cons of anonymity, efficiency, satisfaction, learning quality improvement, technical aspects, and demands. The findings indicate that anonymous open chatting enhances the efficiency of large lectures, fosters interactions between instructors and students, and significantly improves student satisfaction. Anonymity was found to reduce the burden of class participation and facilitate active engagement in discussions. Meanwhile, the risk of inappropriate behavior due to anonymity was minimal. The study also revealed that anonymous open chatting is beneficial in diverse subjects and large-scale classes. These findings suggest important implications for adopting and expanding anonymous open chatting systems in liberal arts education.

Issues and Challenges in Convergence Education Examined through Lecture Pairing Analysis

This paper aims to examine the extent of academic utilization in lecture pairing, which is implemented as a method of convergence education, focusing on the case of convergence course operation implemented at D University, and to seek implications and improvement measures for the design and operation of learner-centered convergence courses in the future. The researcher analyzed 64 award-winning works of the lecture pairing contest for two years from 2022 to examine the convergence aspects between the academic units utilized in the major themes of the <Big Concept+> course and the academic units of major or liberal arts courses directly selected by the learners, and presented and analyzed the aspects of convergence between academic units of the same field and between academic units of different fields. Through this, it was argued that it is necessary to present perspectives from not only existing social sciences but also natural sciences, humanities, and arts in the big concept of capitalism covered in the <Big Concept+> course. And considering the current situation where basic academic departments at local universities are being closed, it was argued that in order to smoothly supply basic academics, it is necessary to design and operate multidisciplinary, convergent courses centered on topics, so that learners can move beyond a multidisciplinary approach centered on basic academics and pursue a convergent approach of interdisciplinary and supradisciplinary approaches through lecture pairing.

대학생의 보건의식과 보건교육 요구에 대한 연구

Objectives This study is to investigate the health awareness and basic health-related knowledge possessed by university students, in order to seek ways to establish a healthy health awareness and culture in our society. It also aims to identify the content of health education that university students demand, which can be utilized to develop a health education program that can be offered as a liberal arts course. Methods To achieve this, a survey was conducted targeting 416 male and female college students at D university in Gyeonggi province, reflecting characteristics such as gender, major, and year of study, from april 2nd to april 18th, 2024. Interviews related to the content were conducted from april 30, 2024, to may 10, 2024. The survey results were statistically processed using the SPSS program 18.0, and the interview data were processed according to the STEP-BY-STEP analysis procedure. Results It was found that university students interpret the meaning of health to include not only physical health but also mental and social health. Regarding self-perception of obesity, 35.8% of the students perceived themselves as obese. In terms of health management and attitudes, it was analyzed that the most commonly practiced method to maintain one's health is a regular lifestyle, and the fundamental causes of diseases were analyzed to be inadequate nutrition and high stress. Regarding the need for health education in universities, 55.8% of the students reported that it is necessary. As for the preferred instructors for health education, students favored full-time professors specializing in the field of health. The preferred method of health education was found to be using various media, such as video materials. Conclusions Regarding university students' health awareness, the meaning of health was extended to include social and mental well-being. Negative perceptions of health were mostly attributed to excessive stress. The most commonly used method for maintaining health was living a regular lifestyle. More than half of the students recognized the need for health education in universities. As for the preferred instructors for health education, students favored full-time professors specializing in health. The preferred method of health education was the utilization of various media, such as video materials. The most preferred frequency and duration of health education classes were once per quarter, with each class lasting around one hour. The preferred contents of health education included mental health, sex education, and disease prevention and treatment.

The Psychotherapeutic Role and Challenges of Special Education Art Curriculum

Art is not only a tool for expression and communication, but also an effective way to promote emotional release, help self-awareness, and develop social skills. Art also plays an important role in the psychological therapy of special education. Through art courses, students can achieve self-improvement in the creative process, thus achieving the effect of psychological therapy. However, the implementation of special education art courses currently faces many challenges. The issue of special education for children has received widespread attention, but there is still insufficient emphasis on the psychological healing role of art courses. This article analyzes the psychological therapeutic effects and challenges of special education art courses. This article analyzes that special education art courses can help children with special needs express their emotions, build confidence, and cultivate social skills. However, in reality, there are still problems with the lack of personalized courses and unequal distribution of resources. Based on this, this article proposes the following suggestions, such as strengthening teacher training, achieving personalized development, optimizing resource allocation, and enhancing social awareness, hoping to alleviate the current predicament.

Policy vs. practice. An analysis of the course provision of Finnish study centres between 2016 and 2021

ABSTRACT With 500,000 participants, study centres are the second largest liberal adult education organisation in Finland. In this study, we analysed how study centres’ course provision matches the policy objectives defined in the Finnish law on liberal adult education (lifelong learning, well-being, active citizenship, democracy, and civil society). Programme analysis was used to analyse the course provision (n = 77,655 courses) between 2016 and 2021. We identified 43 course types and six course categories. Most of the courses fulfilled the policy objectives set for study centres. The largest single course category was Personal Growth (39.6%), which comprised liberal arts courses that promoted lifelong learning and well-being. Active citizenship, democracy, and civil society were supported by two course categories: Citizenship & Associations (29.9%) and Social & Community Support (11.1%), which accounted for 41.0% of the provided courses. Our results showed the central role of study centres as the main organisers of citizenship and community education in Finland. This study is the first to provide a detailed description of course provision at Finnish study centres. It also revealed that official statistics do not accurately portray the diverse course provision at study centres because they are based on course topics aligned with formal education.

Innovative Design of Ideological and Political Education in Art Courses in Higher Education: A Case Study of “Creative Design Thinking and Methods”

This study focuses on the innovative design of ideological and political education in art courses in higher education, using the course “Creative Design Thinking and Methods” as a case study. It begins by analyzing the significance and research objectives of integrating ideological and political education into art courses, systematically elaborating on its connotations, objectives, and unique advantages in art education. By showcasing practical examples of curriculum integration, such as "Campus Culture Integration Design," "Tribute to Red Culture," and "Course Project Outcome Reports," the study explores innovative methods for deeply integrating ideological and political education with professional courses. The research summarizes the outcomes of these practices and envisions future directions, including optimizing teaching methods, enhancing faculty capabilities, expanding practical teaching channels, and establishing a scientific evaluation system. This study provides theoretical support and practical insights for the construction of ideological and political education in art courses in higher education.

A review of primary school students attitudes towards visual arts course and their painting performances

This study aims to examine the attitudes of fourth-grade primary school students towards the Visual Arts Course and the success levels of their painting performances. The study is a descriptive scanning model with a quantitative research approach. The study was conducted in two class hours at a public primary school located in Hatay/Reyhanlı center in the fall semester of the 2022-2023 academic year. The study group consisted of 55 students aged 8-11 from classes 4-A and 4-B. While collecting the research data, the "Attitude Scale Towards Visual Arts Course" and the "Student Products (Paintings) Evaluation Form (Rubric)" were used. Descriptive analyses and t-tests were applied to the Attitude Scale Data. Descriptive statistics were applied to the data obtained in the evaluation of the paintings. Based on the findings, it is seen that the attitudes of the fourth-grade students towards the visual arts course are at a medium level. The attitudes of the students towards the course were compared according to their gender and age and no statistically significant difference was found. As a result of the paintings evaluated according to the Student Products (Paintings) Evaluation Form (Rubric), the students generally have a medium level of success in all criteria. While the highest average score was received from the criterion of "The work being appropriate to the subject", the lowest score was received from the sub-dimensions of "Image richness", "Using colours (originality, richness, colour transitions in the use of colours) and "Movement-Rhythm". As a result, both the attitudes of the fourth-grade students towards the visual arts course and the paintings they made in the course are consistent within themselves, but the fact that they are at a medium level in both cases reveals that the issue needs to be emphasized.

Learning by doing: A case study from the Fondazione Lisio Historical Tailoring Costume for the Performing Arts course

This article offers a glimpse into the pedagogical methodologies and outcomes of the recently established Historical Tailoring, Costume for the Performing Arts course at the Fondazione Arte della Seta Lisio in Florence. Carried out by two practitioner educators, the study employs a qualitative approach, gathering data through interviews with course leaders, specialist educators and students. It highlights the unique context of learning costume design and making within a cultural institution in which historical textile crafts are preserved and displayed to the public, and a course which draws on educators’ diverse backgrounds and emphasizes craftsmanship and collaborative learning. Furthermore, it discusses the integration of theoretical lectures with practical experiences, including workshops, museum visits and internships, to provide students with a comprehensive understanding of costume design. The findings indicate positive outcomes, including students’ successful transitions to professional roles within the industry.

대학 교양 교육에서 상상력 교육의 실천적 사례 연구: <한성이마기난스>를 중심으로

The purpose of this study is to examine how imagination education can be systematized and implemented in university liberal arts education through case studies. Accordingly, this study studied the case of developing the imagination liberal arts course <H Imaginans> attempted at H University. The specific research questions are as follows. First, what content can an imagination liberal arts course be developed with? Second, what educational effects does an imagination liberal arts course have on students? This study was conducted from July 2023 to August 2024 in the order of research planning, <H Imaginans> course development, class application, and data analysis. The data were collected based on the descriptive responses of class satisfaction survey of 844 students in 29 classes who took the H University liberal arts course <H Imaginans> in the first semester of 2024. The educational implications were presented on the performance and improvement points of the development case of imagination liberal arts course derived from the analysis results.

4차 산업혁명 시대의 대학강의 디지털화 : 온라인 협업도구를 중심으로

The digital transformation of university lectures has accelerated since the pandemic, and the likelihood of returning to pre-pandemic teaching methods appears low. This study examines whether it is essential and justifiable to incorporate rapid advancements in contemporary science and technology into university lectures in the context of the Fourth Industrial Revolution. To this end, cases of liberal arts courses at University D from 2022 to 2024 that integrated educational technology (EdTech) were analyzed. EdTech tools that were convenient for instructors and demonstrated effective learning outcomes were selected and categorized into online collaboration tools and online creation tools. This paper first discusses online collaboration tools that feature intuitive user interfaces and designs, enhancing the efficiency of lecture management and promoting positive learning outcomes. Specifically, it introduces the functionalities and applications of EdTech tools such as 1) Jamboard, 2) Allo, and 3) Padlet through actual lecture examples. The paper aims to evaluate the effectiveness of these EdTech tools by analyzing the positive changes observed in lectures following their implementation.

교과연계 비교과교육과정 운영 수업이 학생역량 및 수업만족도에 미치는 영향

Recently, the regular curriculum-linked co-curriculum has been increasingly emphasized as it helps students develop their competencies by linking abstract knowledge learned in class with concrete and practical experiences. The purpose of this study was to analyze how regular curriculum courses integrating co-curriculum affect students’ competencies and overall class satisfaction. To this end, a survey was conducted on students in liberal arts and major courses where the regular curriculum-linked co-curriculum was implemented at universities located in the metropolitan area. First of all, the regular curriculum - linked co-curriculum analyzed in this study was developed and operated by the professor in charge. It was developed and operated in accordance with the goals and content of both liberal arts and major subject, but the method of implementation in the classroom differed. In the case of the liberal arts course, the co-curriculum was conducted as a program carried out by individual students outside of class rather than during class time. The results were submitted as assignments and were not shared among students. On the other hand, in the major course, the co-curriculum was operated with active interaction between professors and students, allowing time for presentations and the sharing of feedback during class. Both students’ competencies and class satisfaction improved as a result of the regular curriculum courses integrating co-curriculum. Notably, a significant difference in students’ competencies was identified in the course where all students participated together, presented, and shared opinions. Based on these research results, this study suggested that universities should diversify the range of subjects involved, expand regular curriculum courses integrating co-curriculum, and operate them in a way that more actively integrates regular curriculum and co-curriculum activities. Additionally, universities should provide education and support for professors to ensure the efficient operation of regular curriculum courses integrating co-curriculum.

심리학과 문화예술을 접목한 체험교육형 창의융복합 교양교과 개발 방법 및 과정 연구 :비고스키(Vygotsky)의 사회문화이론을 기반으로

This study focuses on developing an experiential liberal arts course that integrates psychology and art, based on Lev Vygotsky’s sociocultural theory. The program aims to foster analytical thinking by having students analyze and interpret art from a psychological perspective, deepening their emotional and cognitive responses. Through exploring the psychological meanings of artworks, students will gain a comprehensive understanding of social phenomena and dynamics, equipping them to solve problems. The course combines theoretical lectures on psychology and art with practical activities like museum visits and theater viewings, allowing students to apply theory in real-world contexts. This integrated approach aims to enhance students’ critical thinking, creative problem-solving, and interdisciplinary skills. The significance of this study lies in developing a program that fosters holistic thinking and prepares individuals with the multidimensional skills needed in modern society.