Fine Arts Students Research Articles

Is object imagery central to artistic performance?

The aim of this study was to examine the type of cognitive style of Fine Art students, and assess the weight of cognitive style in artistic production. A three-dimensional model of cognitive style that distinguishes between object imagery, spatial imagery, and verbal processing was used. The sample consisted of 125 Fine Art students (65 women and 60 men). Participants were administered the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ), and two imagery tests. Moreover, undergraduates completed a plastic art assignment that was assessed by an artist and lecturer in drawing, and by a professor in the Psychology of Art. Fine Art undergraduates exhibited object rather than verbal or spatial types of processing. The weight of object imagery type was found to be significant on technical skill and visual impact, which were precisely the variables most related with visual processing in the plastic art assignment. Thus innovative lines of research are proposed.

Comparision of Communication Levels and Personality Characteristics of the Students Who Study at İstanbul Gelişim Universty

The main aim of this study is to compare the students of physical education and sport college communication skills and characters with the other students who study the other department at Istanbul Gelisim Universty. In order to collect data, communication skills inventory and scanned Eysenck personality questionnaire-shortened is used in the study. While the students of Fine Arts, Physical Education and Sport College and Architecture compose the population of this study, 130 Artchitecture, 133 Fine Arts and 164 Physical Education and Sport College compose the sample of this study. SPSS 15 packets program were used for interpreting data. “Kolmogorov-Smirnov” test is used to specify wherever the data has normal distribution or not, ''Anova-Homogenety of variance” test is used to specify whether it is homogenous or not and it has been specified that the data has normal distribution and homogenous. Definer statistical was used to analyze data, one way variance analysis test is used to identify between more than one varying and the Tukey test was used to specify the relation of varying. At the end of the study it was examined that the students of Physcal Education and Sport College have better communication skills and they are the most extroverted individuals.

The Dialogues project: Students as partners in developing research-engaged learning

Abstract This article explores the notion of students as partners in the development of a research-engaged teaching and learning project. Based on the premise that dialogue could form a bridge between students, artists and academics, the Dialogues project was first established in 2010 and has subsequently enabled a meaningful and sustainable partnership between staff and students to develop. Dialogues 2014: Place, Space and Negotiated Territories was the fifth iteration in a series of annual interdisciplinary Fine Art symposia, developed through an innovative partnership between undergraduate and postgraduate Fine Art students and staff at the Norwich University of the Arts (United Kingdom). Since its inception, Dialogues projects have engaged over 900 Fine Art students across all levels of study, through annual symposia and related events.

Determinants of students’ innovation in Higher Education

Innovation in the workplace has been claimed to be a key factor in organizational survival and success. As future workers, university students are a major source of future innovations in organizational settings. Before they enter the labour market, it is in the context of Higher Education that they start developing some of their long-term behaviours, such as innovation behaviours. This study aims to explore the main determinants of university students’ innovation behaviours from a longitudinal perspective. The sample comprised 78 students of Psychology, Management, Fine Arts and Education. The results of this study show that previous innovation behaviours as freshmen, current levels of autonomy and cognitive demands are positively related to individual innovation among university students. Practical implications regarding how to foster innovation efforts in the context of Higher Education are discussed.

A Comparative Study of Aesthetic, Economic and Political Values of Undergraduate Students

This study focused on, three out of six basic interests/ motives in personality: Aesthetic, Economic and Political values- of 300 undergraduate male & female students, studying in Fine-Arts and Business Administration streams. The sample was equally distributed among two of the streams and gender. Two way Analysis of Variance as a part of statistical analysis was employed, in order to examine the role of values. Results indicated that, students of Fine-Arts stream had significantly greater Aesthetic value than Business Administration students and Aesthetic value was also seen higher in females than males. It was also found that Economic value was greater in Business Administration students as compared to Fine-Arts students and it did not differ at gender level. Lastly, there was no significant difference observed in terms of Political value, concerning two of the streams; however male students seemed to have higher Political Value than female students.

The Suffering of Arts Entrepreneurs: Will Fine Art Students be Educated on How to Become Successfully Self-Employed?

The aim of the study is to show whether, how and to what extent fine art students will be equipped with entrepreneurial skills and therefore be educated on how to make a living as a practicing artist. A comprehensive and comparative analysis of Fine Art degree programmes and extra-curricular training offerings at higher education institutions (HEIs) in the UK and Germany was carried out. By using various key performance indicators this study shows evidence that the crucial entrepreneurial skills for a successful self-employment in the arts are only taught to a very small extent if even at all.

Department of Music Students Music as a Tool for Consumer Use of Fun

This study of music as individual recreational vehicle Trabzon Karadeniz Technical University, Department of Fine Arts students in the Music Education program to determine the use of music in between were investigated. Research Trabzon Karadeniz Technical University, Department of Fine Arts, studying Music Education 21 - 23 age range, social - that have the same economic level were performed on 5 male and 5 female students. Interview conducted using the method of student participants in this study than in most of the music used in television and film, it was determined that the recreational vehicle.

FLΔG Collective: Praxis between the educational turn and the art school

Abstract This article will explore the FLΔG Collective’s ‘cake methodology’ developed to enable a shared praxis between a group of multi-level (B.A., M.A., Ph.D.) fine art students and staff. Cake methodology is a term developed to frame FLΔG’s working methods analytically by describing the methods and exploring how these approaches may have a critical purpose both within and potentially outside the art educational institution. The methods include baking and sharing cakes within the group and with participants, but rely on forms of engagement that move beyond the association with food or eating. Praxis, as the process by which a theory, lesson or skill is enacted, practiced or performed, is central to our approach, and was developed through an exploration of, and engagement with, the ‘educational turn’ in the contemporary art world. FLΔG, however, re-turned the exploration of pedagogy and art to the academy, and cake methodology emerged as part of this ‘re-turn’. The praxis afforded by this re-turn can thus perhaps provide a perspective on current higher art education and on aspects of relational and socially engaged art practice. Two FLΔG events will be used to exemplify this methodology: Workshop in the Workshop at Chelsea School of Arts (2014) and Quiet Cake Conversation at The Showroom Gallery (2013).

Object lessons: Copying and reconstruction as a teaching strategy

Abstract As tutors at Winchester School of Art we have worked through a series of copy projects over the past four years. We began remaking historic art objects including Anthony Caro’s Early One Morning (1962) and Jean Tinguely’s Homage to New York (1960). Works were fabricated collectively with undergraduate fine art students and staged at an end of term event. The project developed to reconstruct apparatus to make copies, including François Willème’s Photosculpture apparatus: a paradigm for nineteenth-century modernity that provides a genealogy for three-dimensional (3D) prototyping and is arguably an antecedent of cybernetic culture. Obsolete technological positions were restaged in order to better understand current cultures. Over this process, which we characterize as a material historiography, we have worked collaboratively with archaeologists at the University of Southampton to share practice and knowledge around both contemporary visualization technologies and ancient processes, most recently working speculatively through the production process of carved Neolithic artefacts. Both projects draw together technical and contextual teaching and define new uses of space and collective research structures.

The ascent from the maelstrom: Art Students Observed and its descriptive resonance 40 years on

Between 1967 and 1973 Barbara Weinberger and Charles Madge undertook a longitudinal study of art students at Coventry and Birmingham Colleges of Art, incorporating pre-diploma to final year students and their teachers, with a focus on fine art students. This article revisits the study in light of accounts from participants, archival documents and reviews. It also looks at the study's value both as an accurate description of art school socialisation and its effectiveness as a piece of sociology. It then looks at some of the main issues raised by the study and how they have influenced writing since and their value today. The article aims to clarify some of the obscurities of the study and offer a critical context within which it can be read as a now unique historical document.

10.5937/kultura1442262n = Specific purposes of French language teaching to fine arts students

Studying French language as part of a standard curriculum of fine arts undergraduate studies can be considered a special form of foreign language teaching, which is also known as FSP (French for Specific Purposes). The FSP in this context refers to a language course designed for students aimed at preparing them for those situations that typically would arise in a professional and a higher education context in fine arts. Implementation of such a program requires a number of preparatory didactical steps, namely: needs analysis, data collection and development of didactic materials. Bearing in mind the lack of specialized French language textbooks for fine arts students, a teacher of French language has to analyze target situations and in line with the set communication, lexical, grammatical and intercultural learning targets and create didactic materials on his/her own. The goal of this form of teaching is to integrate fine arts content with French language learning by the selection of special didactical materials and methods.

A Review on Processes of Writing about Art from the Perspective of Visual Arts

Writing about art can be seen as an engagement pertains to historical researchers and people who have acquired criticism as a profession. But it's not only the area of interest of historians and critics but also of artists and art students. It can be seen as a necessity for art students who are closely interested in interdisciplinary issues to gain certain skills such as being able to writing critiques, reports and articles about today's visual works or to keep the record of visual history. Yet, it's just possible by having knowledge of the nature, research methods and problems of art to research and interpret these issues and transform them into a written text through a certain system.The purpose of this research is examining the process and problems starting from theme selection and can be extended by interpretations in forming, shaping and presenting the ideas in the process of developing writing skills of fine art students.

Beauty and the Beast – Can Life Drawing Support Female Students in Challenging Gendered Media Imagery?

AbstractHow does life drawing impact on a group of 14–16‐year‐old female art and design students and their perception of body image? In contemporary Western society, we are bombarded with advertising, social media and celebrity culture on a daily basis, often with a focus on body image. This article questions whether, due to this visual assault, young female students have a democratic choice in forming a relationship with the body. Alternatively, do they feel pressured into conforming to a media led image? This article analyses the reaction of a group of GCSE fine art students to life drawing and a naked female nude. It questions their perceptions of ‘normal’ and discusses if art‐based research projects can challenge contemporary issues and young female students' perception of body image.

Living artists: Identity, independence and engagement in Fine Art learning

Abstract This article reports on recent research that aimed to identify what Fine Art students learn and how they learn. The study focused on a suite of courses accessible to a qualitative, empirical approach and was informed by contemporary perspectives on learning and knowledge, including sociocultural and situated learning theories. The discussion articulates the links between knowledge and learning in Fine Art, identifying the domain’s values and specialist pedagogies as well as the learner attributes fostered. Fine Art education was found to have particular strengths in: developing learner identities; personalizing learning to support independence; and promoting student engagement. These attributes are developed by participation in the Fine Art community of practice, which fosters the dispositional knowledge underpinning artistic identity. The specialist pedagogies involved are likely to be of wider interest to the higher education (HE) sector, as the strategies that support student engagement, independence and self-responsibility are potentially transferable.

The ‘Creative Arts Patchwork Project’: An alternative to the academic essay

Abstract The ‘Patchwork Project’ explored peer assessment and alternative submission of written work on Creative Arts degrees. Art and Design students often experience a tension between the experiential learning of their main subject disciplines and the formal academic outcomes required by their Contextual Studies (theoretical) modules. Their studio practice (e.g. making paintings in Fine Art, garments in Fashion Design or images in Photography), involves working alongside peers and participating in formative group critiques of work in progress. However, Contextual Studies modules have a different mode of pedagogic delivery (the lecture or seminar) and require written outcomes, composed in isolation. Creative Arts students thus often consider writing to be an unwelcome ‘bolt-on’ to their core activity of creative production. This article shows that Creative Arts students who share the stages of composition with each other are better able to engage with writing as a meaning-making process. The project modified R. Winter’s patchwork text model, originally established in Health contexts, to include visual and performative elements, such as an images analysis and a poster presentation. Instead of producing an essay at the end of a Contextual Studies module, a cohort of B.A. (Hons) Fine Art students wrote a number of short pieces of text to be discussed with peers before being redrafted for submission and assessment. The poster presentation patch developed previous investigations into holistic assessment for visual arts students. Participants in the ‘Creative Arts Patchwork Project’ claimed that using a poster to ‘stitch’ the patchwork learning together had helped their learning to ‘go deeper’. This article demonstrates that the combination of a patchwork approach, peer discussion and a strong visual element improved students’ analytical abilities and confidence in their writing voices. The ‘Patchwork Project’ proposes a new way to approach the academic essay on Creative Arts degrees.

예술 고등학생들의 명시적 과학의 본성 수업을 통한 개념 변화의 특성

이 연구에서는 예술 고등학생들을 대상으로 명시적으로 과학의 본성 수업을 실시한 후 수업 이전과 비교하여 개념이 변화된 과학의 본성 요소를 찾아 변화 유형별로 고찰하였다. 학생들에게 어떤 과학의 본성 요소가 변화했는지를 알아보기 위해 과학의 본성 검사(VNOS-C)를 실시한 결과 실험탐구 집단은 '과학적 방법의 다양성' 및 '과학지식의 잠정성'의 요소가, 과학사 집단은 '과학지식의 잠정성' 및 '과학의 사회문화적 내재성'의 요소가 유의미한 개념 변화를 보였다. 이러한 결과는 명시적 수업의 구체적 내용과 관련된 변화이며, 각각의 수업 전략이 강조하는 점이 과학의 본성 요소에 영향을 끼친 것이다. 과학의 본성 요소의 개념 변화를 가져온 구체적 원인을 밝히기 위해 10명의 초점학생들을 선별하여 면담을 진행하였고, 과학의 본성 요소에 긍정적 또는 부정적으로 작용하는 원인과 그에 따른 영향을 총체적으로 이해하고자 하였다. 학생들은 명시적 수업의 효과로 현대의 과학 철학적 관점으로의 통합적이고 심층적인 개념 변화가 있었으나, 분석 결과 학생들은 '과학적 방법의 다양성'의 요소에 대해 부분적으로 '이론과 법칙의 차이'의 요소에 대해 피상적으로, '과학의 사회문화적 내재성' 역시 불완전하게 이해하고 있다는 것도 알 수 있었다. 또한 '창의적 상상력의 특징'의 요소에 대해서 학생들 자신이 인식하고 있는 창의성의 정의에 따라 창의성이 관여하는 탐구 단계를 다르게 인식하고 있다는 사실을 알 수 있었다. 결론적으로 예술 고등학생들에게 실험탐구와 과학사 전략을 적절히 사용함으로 각기 다른 과학의 본성 요소를 현대의 과학 철학적 관점으로 양적 질적 측면에서 변화시킬 수 있었다. 이러한 결과는 명시적 과학의 본성 수업을 통하여 예술 고등학생들이 구성주의적인 과학의 본성에 대한 개념 변화를 경험하고 있으며, 이 과정에 학생들의 개념생태와 수업전략이 관여함을 알 수 있었다. 따라서 실제 학교 현장에서도 이 연구 결과를 바탕으로 과학의 본성 수업에 대한 과학 교육 과정을 수립하는 데 있어 중요한 시사점을 줄 수 있다고 하겠다. The goal of this study is to explore the characteristics of perceptual change among students majoring in arts on the nature of science and apply the results to science education. According to the study, it is important to consider the results of interaction between learners' aptitude and teaching method. Teaching the nature of science to first grade students explicitly, experimental inquiry strategy was applied to fine arts students, and teaching strategy of scientific history to music students. To find out which elements of the nature of science have come into view on modern philosophy of science, pre and post tests on the nature of science (VNOS-C) were conducted on the students. To find out specifically why views on the nature of science have changed, a case study was conducted focusing on students who showed changes in their views on the elements of the nature of science. In conclusion, this study suggests that by using experimental inquiry strategy and strategy of scientific history properly, it is possible to change students' viewpoints on the elements of the nature of science and on modern philosophy of science. Through explicit instruction, we were able to find some positive conceptual changes on the nature of science and the modern philosophy of science in terms of both quantity and quality. This shows that the students studying arts are experiencing a constructivist conceptual change on the nature of science, and that conceptual ecology and learning strategy are involved in this process. Therefore, it is thought that this study offers an important implication in organizing science education on the nature of science.

Female undergraduate fine arts students: A high-risk population for multiple sexual partners, unwanted pregnancy and sexually transmitted infections in China

ABSTRACTObjectives To compare risky sexual behaviour and risk factors associated with unwanted pregnancy and sexually transmitted infections (STIs) among female fine arts undergraduates and students of other disciplines in China.Method Anonymously completed questionnaires were received from 4769 unmarried female undergraduates, recruited using randomised cluster sampling. Multiple regression analyses were used to examine factors associated with lifetime number of sex partners, self-reported pregnancy, and STIs.Results The proportion of students who had ever had sex was higher among female fine arts majors (35%) than among other females (15%). Not using a condom at first sex (87%), multiple lifetime partners (44%), and extramarital lover now or ever in lifetime (9%) were more common in sexually experienced fine arts students. Self-reported pregnancy (23%) and STIs (33%) were also more common in fine arts students. Years spent in school, understanding or approval of multiple sex partners, younger age at first sex and coercive first sex were associated with multiple lifetime partners, which was a risk factor for both unintended pregnancy and STIs.Conclusions Female fine arts students hold more tolerant attitudes toward sex than other female students. They were more inclined to risky sexual behaviours, and thus more vulnerable to unwanted pregnancy and STIs.

On the tip of my tongue

Abstract A discursive account and photo-essay covering the author’s participation in Writing Practice: A Celebration of Writing Pad at Arnolfini, Bristol and Translating: Paired Practice in London, 2012, and the author’s own writing on contemporary artists and text-based teaching with Fine Art students.

An Artistic Approach to Fine Arts Interpretation in Higher Education

Art criticism was introduced into art education to help students understand works of art. However, art interpretation methods differ according to the educational goals specified for various types of art students. The fine arts interpretation procedures established in education are usually purely theoretical and exclusively verbal, and are thus appropriate mostly for art theory students, whose educational goal is art theory competence. On the other hand, these methods are inadequate for fine arts students, whose educational goal is artistic competence. Namely, artistic competence cannot be achieved solely by means of theory and discussion, but must include practical, “hands-on” artistic experience. Proceeding from this recognition, this paper proposes a fine arts interpretation method that integrates an art theory approach with an artistic one and can thus help fine arts students attain their educational goal (i.e., artistic competence).

Akademski kurs - Kustosiranje - tehnologija izložbenog procesa - realizacija projekta - "Stvaran svet"

As an extended part of independent curatorial project About and Around Curating/Kustosiranje, art historians and freelance curators Bereta and Tunić developed a special academic course for the University of Belgrade, Faculties of Architecture and Fine Arts during the autumn semester 2012/13. Rooted in experience based methodology and inspired by contemporary curatorial studies in Europe, the official course curriculum gathered undergraduate students of Architecture, Fine Arts (Department of Sculpture) and Art Historians. The aim of the course was to encourage team working of students of different backgrounds in order to create newly produced artworks, as part of a group exhibition. The course itself was intended to be a reaction and constructive critique towards the lack of cooperation between art faculties, low rate of practical activities during studies and seeing curatorial studies solely as a world of ideas.