Future Art Research Articles

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

INTERNATIONALISATION: A CATALYST FOR ADVANCEMENT IN ARTISTIC AND PEDAGOGICAL EDUCATION IN PR CHINA

In the realm of education, particularly within the spheres of art and pedagogy, the concept of internationalisation has emerged as a potent catalyst for progress and advancement. Nowhere is this more apparent than in the context of the People's Republic of China, where a concerted effort towards internationalisation has profoundly transformed arts education, elevating it onto the global stage. This article aims to underscore internationalisation as a pivotal factor in the contemporary development of art and pedagogical education in the People's Republic of China, while also highlighting its traditional role in shaping the trajectory of education in historical retrospect. The research methodology employed in this article draws upon conventional approaches in the field of comparative pedagogy, including the historical approach, literature review, analysis of regulatory frameworks, and utilisation of open sources of information. The novelty of this article lies in its presentation of internationalisation as both a progressive and traditional tool, particularly in the context of training future art teachers for public schools in China. One of the primary mechanisms through which internationalisation fosters the advancement of art and teacher education in the PRC is by facilitating the exchange of ideas, techniques, and best practices with educational institutions and educators worldwide. Collaborative partnerships and academic exchanges have played a crucial role in revitalising knowledge, enriching curricula, and refining pedagogical approaches within Chinese higher education institutions today. Conclusion: internationalisation stands as the cornerstone of progress and development in art and pedagogical education in China. By embracing diversity, fostering collaboration, and embracing global perspectives, Chinese educational institutions have positioned themselves at the forefront of innovation and excellence in internationalisation, particularly within the realm of arts and education.

On the Origins of the Formation of Traditional outfits of Ukrainians in the Context of Local History Training of Future Fine Arts Specialists

On the Origins of the Formation of Traditional outfits of Ukrainians in the Context of Local History Training of Future Fine Arts Specialists

Understanding how to design an engaging hard martial arts programme to improve quality of life among older people: a preliminary study

Background/Aims Improvements to the quality of life of tai chi practitioners have been demonstrated in the literature; however, less is known about the possible effects on the quality of life of practitioners of harder styles of martial arts in older populations. The aim of this study was to identify what facets of a modified hard martial arts programme motivated participants to attend and therefore guide the design of future programmes. Methods A total of nine community-dwelling older adults with a mean age of 75 years (± 7.3 years) who participated in 12 weeks of modified hard martial arts training were asked if they had perceived any changes to their health or quality of life over the participation period. A self-reported survey instrument, the Positive and Negative Affect Schedule, was used to measure change pre- and post-intervention, and semi-structured interviews were used to explore participants' motivators for participating, perceived benefits and concerns. Results Five themes emerged which were: (1) a general feeling that quality of life had increased; (2) an increase in social interaction; (3) increased physical abilities; (4) the need to preserve a safe training environment; and (5) a sense of loss relating to the study ending. Positive and Negative Affect Schedule scores indicated clinically significant improvement but did not reach statistical significance. Conclusions These themes may have important implications when designing future hard martial arts programmes aimed at attracting older persons who prefer to engage in vigorous exercise. Implications for practice As populations around the world age, engaging older adults in activities that promote fitness and social inclusion becomes increasingly important to maintain health into older age. Providing diverse and non-mainstream niche opportunities to older adults such as this programme will maximise engagement and potentially reduce loneliness and physical morbidity in older adults.

Ідейна основа формування культурної свідомості майбутніх учителів мистецтва у процесі професійно-педагогічної підготовки

Ідейна основа формування культурної свідомості майбутніх учителів мистецтва у процесі професійно-педагогічної підготовки

Enhancing the Creative Arts Skill of Generalist Teachers in the Ga East Municipality, Ghana

The objective-based curriculum previously in use was replaced by a standards-based curriculum for the 2019–2020 school year, bringing a fresh approach to the fundamental study of visual arts. However, the current curriculum places greater emphasis on art history and cultural practices, presenting challenges for generalist teachers in the Ga East Municipality who lack significant training or experience in creative arts. This study aimed to explore the impact of different levels of educational leadership on enhancing the teaching skills of generalist teachers in creative arts education. Employing a convergent parallel mixed methods approach, both qualitative and quantitative data were analysed. The study collected a total of 210 questionnaire responses and conducted interviews with 3 participants. The respondents included 185 generalist teachers, 25 headteachers, and 3 municipal education officers, selected through purposive sampling. The study held importance for the practical ability of generalist teachers to navigate complex artistic concepts through adaptability and flexibility in their teaching methods. The findings demonstrated that implementing innovative intervention strategies, such as collaborative projects, professional development training, integration of online resources, and pre-service education into the curriculum, while equipping generalist teachers with enhanced skills, can effectively inspire and engage students. Additionally, it highlighted the necessity for generalist teachers to exhibit passion, enthusiasm, instructional prowess, and imaginative skills to foster creativity, critical thinking, and self-expression in students through creative arts, ultimately influencing the quality of future art education.

The Integration of Public Art and Social and Cultural Values

This study aims to explore the integration of public art and social and cultural values, and analyze the role and influence of public art in the development of community culture through in-depth study of the interaction between public art and social and cultural values. The research method adopts the case analysis method to draw relevant conclusions through an in-depth analysis of the interaction between specific public art works and community culture. The research results show that the integration of public art and social and cultural values is of great practical significance and can promote the prosperity and development of community culture. At the same time, it also provides new ideas and directions for the creation and design of public art. During the research, we collected a large amount of data through questionnaires and field interviews, and conducted an in-depth analysis of public works of art and community culture. The study found that public art not only has aesthetic value, but also has social and cultural value, which can promote the exchange and dissemination of community culture. At the same time, the interaction between public art and community culture is also very close, and the design and creation of public art works need to fully consider the cultural background and needs of the community. In addition, this study also found practical cases of public art in the development of community culture, which provides a useful reference and reference for future public art creation. In a word, this study provides a new perspective and method for the integration of public art and social and cultural values, which is of great theoretical and practical significance for promoting the prosperity and development of community culture.

A nationwide analysis of upper extremity injuries in martial arts.

Given the rise of martial arts within the fitness and recreational industry, it is important to study trends in injury and note that practicing martial arts comes with a risk of injury, particularly to the upper extremities. By studying consumer product-related injuries to the upper extremities and addressing the current gap in the literature, future martial arts equipment can come with increased safety features, better provide information to healthcare providers treating such injuries, and improve risk mitigation through the Consumer Product Safety Commission. The National Electronic Injury Surveillance System Database was analyzed to collect data on martial arts equipment-related injuries on the upper extremities within the last 10 years. Over the most recent span of 10 years (2013-2022), there were approximately 78,680 injuries reported to the ED. The majority of them took place in 2013 (12.8%). Men were 2.4 times more likely to get injured than women. Injuries peaked in the age group 10-19-year-olds (33%) and particularly age 12 (4.8%). The upper extremity most commonly affected was the shoulder (29.1%), and the most common diagnosis group was a fracture (29.2%). Most injuries presented to the emergency department were not hospitalized (98.7%). This study highlights the occurrence of upper extremity injuries due to martial arts within the last 10 years and provides new information on the prevalence of such injuries. The results highlight that these injuries are usually non-severe and most commonly affect adolescent males; however, future research should explore performance-based recovery post-injury and long-term pain.

Carrie Mae Weems’ Intersectional Tropes: Engaging Black Feminism Within Arts Teacher Education

ABSTRACT In this article, we approach the visual tropes in Carrie Mae Weems’ bodies from an intersectional perspective through mobilising critical arts and black feminist studies for art pedagogies. A constant in Weems’ trajectory are the intersectional tropes that emerge in her artworks, which are collapsed with bodies, defying racial, gender, age, and social class stereotypes, stratification, and oppression. Aiming to engage black feminism with pedagogies, we revisit a critical art project that connects different spaces: the exhibition “Carrie Mae Weems: A Great Turn in the Possible”; and, a pre-service art teacher education course - “Childhoods: Inclusive narratives through art” - where narrative is a mode of decolonising pedagogy through contemporary art. First, we will examine the topics and strategies practised by five students’ micro-groups dealing with the critical and dialogical analysis of the intersectional tropes in Weems’ series. Second, we will reconstruct the process that has been conducted to transform and transfer that knowledge into educational spaces and resources designed to perform a feminist, intercultural, and social justice-oriented art education. Finally, the article discusses how critical pedagogy merges with critical arts to train future art educators while experimenting with a black feminist curriculum.

Structure of Professional Competence Development of Future Fine Art Teachers: Integration of Technology, Method and Competence

The article gives the data about the structure of proficient competence of advancement: integration of innovation, strategy and competence. It was noted that within the development of professional competence, via the proficient characteristics, educational support of the instructive prepare based on prerequisites of qualification, and the determination of personal approaches to the execution of the educational process are vital. This research investigates the structure of professional competence development in future fine art teachers with a focus on the integration of technology, teaching methods, and subject competence. Qualitative research methods were employed to gain an in-depth understanding of how these factors interact to shape professional competence. Data were collected through classroom observations, interviews with faculty and students, and document analysis. Findings indicate that the integration of technology not only enhances the effectiveness of learning but also enriches students' artistic experiences. Innovative teaching methods, such as project-based learning and student collaboration, also play a crucial role in developing pedagogical and artistic skills. Furthermore, a strong subject competence in fine arts was identified as a key factor in shaping quality art teachers. Implications for curriculum development and art teacher training are discussed. This study provides valuable insights into integrating technology, methods, and subject competence in the formation of professional competence in future fine art teachers.

Exploring relationships through art therapy for children with specific learning disabilities

ABSTRACT Background Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships. Aims This exploratory research explored (1) how art therapy contributes to understanding the experiences and relationships of children with SLD and (2) common themes these children express in art. Methods In this case-study, three Israeli children (11–13 years) with SLD attended three research sessions in their homes. They created four drawings symbolising daily life experiences and relationships with teachers, friends, family, and self. The Understand Me and My Surroundings tool was used in each session to prompt discussions of their art. Results During art therapy, participants nonverbally expressed perceived interactions, interpersonal relationships, and externalised feelings. They created art in silence and not always in the suggested order. Thematic analysis identified the main themes of trusting special education teachers, conflict between friendships and classroom type, parental support, and home (family) as support for self. Conclusions The participants’ perspectives on their relationships and themselves emphasise the importance of understanding the experiences of children with SLD. Teachers, parents, and clinicians who interact with these children should be aware of their feelings and support them in areas where they struggle (e.g. academically or socially). Implications for practice and future research Art therapy can help assess children throughout the school year to understand their experiences, such as bullying or social anxiety. However, further research is needed to draw more definitive conclusions about the experiences of children with SLD in inclusion classes. Plain-language summary Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships at school and home. This study looked at how art therapy helped three children aged 11 to 13 years who have SLD and their common experiences and found that it helped them express their emotions and feel better about themselves. Specifically, art therapy helped them depict their feelings, cope with their SLD, improve their relationships with teachers, friends, and parents, and increase their self-esteem. It is a way for parents, teachers, and mental health professionals to listen to and support children with SLD. However, more research is needed on the experiences of children with SLD in inclusion classrooms.

Formation of intercultural competence of future music teachers

The international standards of higher education establish a wide range of competencies for graduates from artistic pedagogical institutions. Art education, as defined in normative concepts, aims to cultivate in future teachers personal and value-based attitudes toward reality and art, fostering their abilities for self-fulfillment, spiritual self-improvement, and intercultural competence. Intercultural competence, described in contemporary scientific literature from various perspectives, is depicted as a dynamic and integrated quality within an individual. It encompasses a meaningful worldview, communication practices, and productive conduct within a multicultural society. The purpose of this academic paper is to identify the factors and characteristics involved in shaping the intercultural components of competence among future music teachers. Through the research findings, the most significant theoretical aspects concerning the development of intercultural competence among future art teachers have been delineated. The components of intercultural skills have been systematically organized, and trends in the advancement of these skills within the educational milieu have been outlined. Drawing upon an analysis of effective curriculum content, this academic paper outlines the key types of skills necessary for education seekers. These skills play a pivotal role in guiding educational activities within artistic pedagogical institutions, fostering intercultural competencies, and nurturing the socio-cultural competence of aspiring music teachers.

The Exploration of Emotional Aspects of Artificial Intelligence (AI) in Artistic Design

The article explores the emotional aspect of artificial intelligence in art and design. With technological advancements, AI has shown tremendous potential in the realm of artistic creation. Firstly, the article reviews the development of AI in art and design, introducing applications of technologies such as generative art, deep learning, and generative adversarial networks. Secondly, it delves into the emotional dimension of AI in artistic design. Despite significant progress in learning and imitating artistic styles, AI's expression of emotions remains limited to simulating programs and data, creating a gap with human emotional experiences. However, by learning from human aesthetic experiences, AI utilizes universally recognized emotional symbols in artistic works, evoking aesthetic resonance among audiences. Furthermore, the article emphasizes the importance of human designers in the creative process and the potential for collaboration between AI and humans. Lastly, it discusses the future possibilities wherein AI, as technology advances, may enter an era of strong artificial intelligence, potentially disrupting the ecosystem of art and design. Although AI might acquire emotional and creative capabilities in the future, the emotional experiences and unique creativity of human creators remain irreplaceable. Therefore, the future of art and design might be a product of collaboration between humans and AI, opening new spaces for exploration and contemplation in the art world.

A critical literature review: deconstructing narratives of trauma in art therapy with young people

ABSTRACT Background This paper addresses the need for critical reflection on how art therapists position themselves and represent their work in the context of diverse frameworks for understanding young people’s adverse life experiences, particularly in relation to the prevalence of trauma discourses. Aims The study examined how art therapists have represented in the literature their practice and research with young people (12-18 years old) experiencing adversity, from 2000 to 2019. Methods Employing Critical Interpretive Synthesis (Dixon-Woods et al., 2006), 26 theoretically-sampled articles were systematically reviewed through an interpretive, inductive and recursive process. Results Art therapists commonly use trauma as a lens to conceptualise young people’s diverse adverse life experiences, with variations based on their theoretical and philosophical orientations. These variations influence how they perceive young people’s needs and art therapy aims. The study also highlights varying levels of creativity and self-agency that young people express in art therapy, emphasising the importance of art therapists’ flexible and tailored approaches. Conclusions The importance of art therapists’ critical awareness when framing and working with young people’s complex life experiences and presentations to avoid stigmatisation and disempowerment is underscored. Implications for practice/policy/future research The study suggests that art therapists’ critical awareness that can enable collaborative practice and researchwith young people with adverse life experiences. It encourages more research into and cultivating art therapists’ conscious awareness of their choice of theoretical alignment and its implications. Additionally, it encourages future research to understand young people’s own conceptualisations of their lived experiences and their perspectives on the ongoing relevance and meaning of art therapy. Plain-language summary This study sought to present the key findings of a critical review of art therapy literature. The main focus of the review was to examine how art therapists represented their work and if there were dominant understandings of trauma influencing art therapists. Using a Critical Interpretive Synthesis method developed by Dixon-Woods et al. (2006), 26 peer-reviewed journal articles published between 2000-2019 were selected based on their relevance to this study. The selected articles described art therapy practice and research with young people (12-18 years old) who had various adverse life experiences. These articles were thoroughly reviewed and analysed through a cyclic process of re-examination and interpretation. Findings indicated that while young people’s diverse adverse life experiences were often labelled as trauma, art therapists’ conceptualisations of trauma varied depending on their theoretical and philosophical orientations. Intriguingly, how art therapists perceived the meaning of adverse life experiences influenced how they formulated young people’s needs and the aims of art therapy. Findings also highlighted young people’s creativity and expression of self-agency in their art therapy programmes and the importance of art therapists’ flexible and tailored approaches. Overall, this study highlights the importance of art therapists’ critical awareness when framing and working with young people’s complex life experiences and presentations to avoid stigmatisation and disempowerment. It recommends further exploring and cultivating art therapists’ conscious awareness of what theoretical concepts they align with and the implications of their choice. Additionally, future art therapy practice and research should actively explore the perspectives of young people with adverse life experiences to inform the ongoing relevance and meaning of art therapy.

Особливості вивчення колірної гами та колірної тональності зі студентами мистецьких ЗВО

The article is devoted to the actual problem of training specialists in fine and decorative arts, in particular, the study of painting and color science by students of higher primary institutions. The author examines such basic concepts of visual literacy as color gamut, color tonality and the peculiarities of their study by future artists. It was found that the problem of studying the characteristics of color by students of art universities is not sufficiently presented in modern science. However, in teaching painting and color science, it is important to form a holistic perception of color in students, to understand tone, the shape of objects through color, the ability to create color harmonies, mastering the plane of the work, and the ability of students to convey their ideas to the viewer by means of color. It is emphasized that in painting classes, students of art universities get acquainted with the basic concepts of color science – color gamut and color tonality – from the very first classes. Various characteristics of color, common and different in the concepts of “color gamut” and “color tonality” have been studied. Examples of practical tasks are given that contribute to the best possible study of the color gamut and color tonality by future artists. It is emphasized that the color scale and color tonality are one of the main tools for creating an image in artistic works and are used by artists depending on the author's intention. It is emphasized that the variety of color gamuts and tonalities in painting depends on the saturation, lightness, lighting of objects, arrangement of colors in the composition, etc. It was found that solving the issues of color contrast, the harmonious system of color series, the ratio of colors in color gamuts, and color tonality by students of art universities will help in the future in practice to use the acquired knowledge for the high-quality performance of one’s own artistic works.

Stages and Pedagogical Conditions for Forming Performance Phrasing Skills of Future Musical Art Teachers in the Process of Teaching Playing Wind Instruments

The article presents the justification of the step-by-step methodology of forming future musical art teachers’ culture of performing phrasing in the process of learning to play wind instruments. The problem of formation of the specified professional quality, which is considered as a segment of performance training that ensures the quality of the artistic-figurative disclosure of the meaning of a musical work, has been actualized. The essence and component structure of the culture of performing phrasing, which is made up of certain relevant performing skills, and the criteria for their assessment make it possible to classify three levels of their formation: high – “meaningful expressive phrasing”, medium – “aspiration for expressive phrasing”, low – “weak perception of phrasing”. Three stages are presented, according to which the introduction of pedagogical conditions is carried out, each of which aims to positively influence the components of the culture of performing phrasing. At the first stage – motivational-setting – the pedagogical condition of stimulating a meaningful attitude towards the skills of performing phrasing is introduced, which affects the component: “motivation of artistic-technical excellence”. At the second stage – practice-oriented – such pedagogical condition is introduced as the purposeful assimilation of various forms and types of phrasing in the context of the evolution of styles and genres, which affects the component: “competence in working on the performing repertoire and musical texts of pieces”. At the third stage – self-methodological – the pedagogical condition of the activation of methodological self-efficacy in performing and educational processes is introduced, which affects the component: “artistic-communicative content of creative-performing and pedagogical interpretation of musical works for wind instruments (solo, ensemble)”.

Scientific approaches to the formation of auditory self-control skills of the future music art teacher in instrumental ensemble classes

Scientific approaches to the formation of auditory self-control skills of the future music art teacher in instrumental ensemble classes

Pedagogical conditions for the formation of Project and Design Culture of Future Fine Arts teachers

Pedagogical conditions for the formation of Project and Design Culture of Future Fine Arts teachers

Forms and methods of formation of auditory self-control skills of the future art school teacher in instrumental ensemble classes

Forms and methods of formation of auditory self-control skills of the future art school teacher in instrumental ensemble classes