Arts High School Research Articles

The Role of Family and Teachers on Art Choice of Students- The Example of Fine Arts High School

In the study, the main factors influencing the artistic orientation of the students (choice of art branch and art school) and how families and teachers influence the orientation of students who pursue a career at the field of art have been analyzed. The quantitative data of the study reveal the main factors influencing students’ choice of art branch and art school. The qualitative data obtained from semi-structured interviews provide an in-depth understanding of how families mobilize their cultural, economic and social capital they possess with different degrees and structures and the functioning of this process. In addition, it highlights the various social factors such as recognition of talent by teachers, supporting and guiding talent to choose art education and the resources used in this process. In this study, family has emerged to be a significant source as the initial accumulation of every kind of useful cultural capital and a place of transmission of diverse capitals across generations in the artistic tendency. Students' familiarity with the art field, embodiment of behavior and attitudes have begun in childhood. The artistic characteristics, interests and occupations of the family members were reproduced by the next generations and this also included their school and subject choices. The cultural capital they acquired through the process of family socialization did not only affect the cultural interests, mental tendencies and preferences of the students who chose art, but also shaped their habitus. It also provided an understanding of the “rules of the game” in advance in the field of art and what they should do. In addition, discovering talent at an early age, belief in talents’ ability, supportive and guiding approach of teachers have a decisive influence on the students’ choice of art.

Analysis of Art High School Students’ School Satisfaction

Analysis of Art High School Students’ School Satisfaction

“This is My Story”: Autobiography as Curriculum in High School Arts and Literature Programs

“This is My Story”: Autobiography as Curriculum in High School Arts and Literature Programs

Listen to the tastemakers: Building an urban arts high school music curriculum

In partnership with academics from McGill University and community arts partners, a high school in Montreal faced with significant challenges became an “urban arts school,” offering music and visual art programs centered in youth culture, as well as integrating arts into several academic subjects. The initiative was inspired by the school’s popular extra-curricular activities, which included a Hip Hop literacy club that ran beat making and rap writing workshops. Considering the popularity of these activities, the school decided to offer a music education program focused on musical skills through real-life music making activities that resemble those employed by popular musicians. This article chronicles the development of this music education program from the perspective of the music teacher, including the experience of continual adaptation to the needs and interests of students. The program is one of the first to combine Musical Futures, an approach to music education that promotes the combination of non-formal music teaching, informal music learning, and students’ interest in a formal school setting, with Hip Hop Based Music Education, predominantly located in community settings. This case study showed that students benefited from having an open-minded and committed educator with experience in popular musics. The co-teaching by professional Hip Hop artists also supported student progress and engagement by adding authenticity to the music making process. Furthermore, the alignment of the music program with the general school ethos contributed to its success. The paper also highlights the need to balance the development of musical skills with student engagement, and the informal music learning philosophy of Musical Futures with direct instruction associated with formal school settings.

Imagens e palavras para pensar a escola: apontamentos sobre a reforma do Ensino Médio

This article focuses on the teaching of art in High School, with the central aim of analyzing the Provisional Measure no. 746/2016 voted into Law no. 13.415/2017 which altered the LDB no. 9.394/1996. The amendment brought historic setbacks to presence of art within the school curriculum and thus raised fundamental and urgent issues for the debate, such as making education flexible and oriented to the labor market and the weakening of the welfare state. In opposition to the historic achievements of art educators in relation to presence of art at school, the reform of secondary education silenced voices, removed rights and, by devaluing the teaching of art, opened up loopholes for making more precarious both the work of teachers and the possibilities of knowledge that art promotes in education.

역량기반 전문무용교육과정 재구조화 연구1)

The purpose of this study is to explore the educational significance of competency-based specialized dance curriculum by restructuring artistic high school specialized dance curriculum based on specialized dance competence(SDC). To accomplish this goal, three researches were set up as follows: firstly, confirmation of conformity between SDC and 2015 revised specialized dance curriculum, secondly, exploring the needs to improve the specialized dance education reflecting the meaning of SDC, thirdly, restructuring specialized dance curriculum based on SDC. This study conducted literature review, written survey, interview, F.G.D, and expert meeting based on Walker’s curriculum development model. This study restructured the subjects and contents area of the specialized dance curriculum to enhance SDC. Through this study, the subject and content area of specialized dance curriculum to enhance SDC has been restructured. As a result of the study, the restructured specialized dance curriculum led to the dynamics of the curriculum through the totally linked structure, and this structure reflects the characteristics of competency. In addition, the essential meaning and direction of the specialized dance curriculum were emphasized, and the content and application method to be supplemented from the viewpoint of curriculum improvement were derived. In order to realize competency-based curriculum at the arts high school

Social Network-Based Visual Culture Instructional Activity in Visual Arts Education: Examining Hieronymus Bosch’s ‘The Garden of Earthly Delights’

This study aims to examine the development and implementation of social network-based visual culture activities in the workshop courses that are part of the curricula in fine arts high schools. In their visual culture activities, students of fine arts high schools have used social media and social networks as examples of web 2.0 technologies. Social networks allow people from different communities to come together and communicate. Communication technologies such as social networks and internet subject people to a communicative and visual bombardment. Given that visual cultures in contemporary society are spread mostly via media products, there is a need to approach and consider visual culture in terms of its connection with media products. In this context, visual arts activities that aim to improve the critical thinking skills of students, to associate their visual literacy skills with their technological literacy skills in this technological age, and to support their visual awareness were utilized. The study focused on “The Garden of Earthly Delights” of Hieronymus Bosch, and required the students to complete a collage piece entitled “The Garden of Earthly Delights Today” in three weeks by associating the original work with the present day. The social network-based visual culture activity for the study was implemented within the Two-Dimensional Art Workshop (2DAW) course, and made use of a participatory action research design. Nine 11th grade students from a fine arts high school participated in the study, for which data was collected from the researcher notes, researcher diaries, student diaries, semi-structured interviews and documents. A content analysis was used in the analysis of the data, and the study findings showed that, thanks to the utilization of visual culture activities based in critical pedagogy, the students acquired a critical perspective and were able to criticize these activities in their environments on the basis of society, religion, race, gender and power. Based on the findings of the study, it is recommended that visual culture education in fine arts high schools incorporate activities that allow students to express themselves, to engage in critical questioning and to draw upon their own life experiences.

Examining the Relationship Between the Thinking Styles and Some Demographical Variables of the Students Receiving Professional Music Education

Düşünme stilleri öğrenmeye etki eden unsurlardan biri olarak kabul edilmektedir. Buradan hareketle mesleki müzik eğitimi alan üniversite öğrencilerinin düşünme stillerinin belirlenmesi ve bu stillerle çeşitli demografik değişkenler arasındaki ilişkinin incelenmesi amacıyla yapılan bu çalışma; Atatürk Üniversitesi Güzel Sanatlar Fakültesi’nde lisans düzeyinde mesleki müzik eğitimi almakta olan 94 öğrenci ile yürütülmüştür. Araştırmanın verileri Sternberg ve Wagner (1991) tarafından geliştirilen ve Fer (2005) tarafından Türkçe’ye çevrilerek geçerliği ve güvenirliği yapılmış olan “Düşünme Stilleri Envanteri”nin yanında araştırmacı tarafından geliştirilen kişisel bilgi formu kullanılarak elde edilmiştir. Düşünme stilleri envanteri ve kişisel bilgi formu ile elde edilen veriler tek yönlü varyans analizi (ANOVA), Tukey HSD testi ve betimleyici istatistiki teknikler kullanılarak analiz edilmiştir. Elde edilen bulgulara bakıldığında çalışma grubunun genel olarak Yasamacı, Yürütmeci, Yargılayıcı, Hiyerarşik, Dışsal ve Liberal düşünme stillerine daha yüksek düzeyde sahip oldukları görülmüştür. Düşünme stilleri envanterinden elde edilen alt ölçek ortalamalarının, cinsiyete göre bazı farklılıklar göstermekle birlikte genelde orta düzeyin üzerinde olduğu; kadınlarda en yüksek ortalamanın Monarşik düşünme stili alt boyutunda görülürken erkeklerde ise en yüksek ortalamanın Yasamacı düşünme stili alt boyutunda olduğu görülmektedir. Düşünme stillerinin sınıf düzeyine göre durumuna bakıldığında 2. sınıf öğrencilerinin Yasamacı düşünme stiline, 4. sınıf öğrencilerinin ise Yasamacı, Bütünsel ve Ayrıntısal düşünme stillerine daha yüksek düzeyde sahip oldukları görülmüştür. Güzel Sanatlar Liseleri dışında kalan diğer liselerden mezun olan öğrencilerin Yasamacı, Yürütmeci, Yargılayıcı, Hiyerarşik ve Liberal düşünme stilleri puan ortalamalarının Güzel Sanatlar Liselerinden mezun olan öğrencilere göre daha yüksek olduğu görülmüştür. Öğrencilerin AGNO (Ağırlıklı Genel Not Ortalaması) düzeyi ve bireysel çalgı değişkenlerine göre düşünme stillerinde anlamlı farklılıklar olmadığı belirlenmiştir.

창작활동과 연계한 감상·비평 활동 프로젝트 수업 사례 연구 - 예술 고등학교 미술전시회를 중심으로

In this paper, we present a project-style class using an art exhibition held every year in arts high school as appreciation and criticism education that can be carried out in the school field and suggest the improvement of the existing class. The project is the problem-based learning model involving 78 arts high school students, which was developed to be applied to classes. As a result, the students made their work production process objective and appreciated the works of others by internalizing them from various perspectives by mutual appreciation and criticism activities among learners. It was also observed that the students were able to understand works in a contextual way through the activities of planning an art exhibition. These results show that through this project, students can improve their creativity by cultivating visual cognitive ability and mindfulness. This study is of significance in that it recognized that more effective appreciation and criticism education can be achieved when students also perform the activities to create and appreciate works of art and suggested and applied a program that complemented the shortcomings and limitations of school art appreciation and criticism classes

O que ensinam livros didáticos de Artes do Ensino Médio sobre arte dos povos indígenas

Este artigo discute formas de representação das práticas artísticas dos povos indígenas em dois livros didáticos de Arte para o ensino médio, selecionados para distribuição em escolas públicas por meio do Programa Nacional do Livro Didático de 2015. Sob a perspectiva teórica dos Estudos Culturais em Educação, que orienta o presente estudo, livros didáticos são vistos como artefatos que constituem e propagam conhecimentos e também promovem uma regulação na cultura, à medida que incluem ou excluem aspectos e práticas, nesse caso, dos povos indígenas. A análise mostra que arte indígena é um conceito em disputa, sendo flexionada ora por concepções eurocêntricas, ora por discursos multiculturalistas, quando integrada aos livros didáticos.

ART FOR CHANGE: Transformative learning and youth empowerment in a changing climate

Young people represent a powerful force for social change, and they have an important role to play in climate change responses. However, empowering young people to be “systems changers” is not straightforward. It is particularly challenging within educational systems that prioritize instrumental learning over critical thinking and creative actions. History has shown that by creating novel spaces for reflexivity and experimentation, the arts have played a role in shifting mindsets and opening up new political horizons. In this paper, we explore the role of art as a driver for societal transformation in a changing climate and consider how an experiment with change can facilitate reflection on relationships between individual change and systems change. Following a review of the literature on transformations, transformative learning and the role of art, we describe an experiment with change carried out with students at an Art High School in Lisbon, Portugal, which involved choosing one sustainable behavior and adopting it for 30 days. A transformative program encouraged regular reflection and group discussions. During the experiment, students started developing an art project about his or her experience with change. The results show that a transformative learning approach that engages students with art can support critical thinking and climate change awareness, new perspectives and a sense of empowerment. Experiential, arts-based approaches also have the potential to create direct and indirect effects beyond the involved participants. We conclude that climate-related art projects can serve as more than a form of science communication. They represent a process of opening up imaginative spaces where audiences can move more freely and reconsider the role of humans as responsible beings with agency and a stake in sustainability transformations.

Bumble Cage, and: Skirting the Issue

Bumble Cage, and: Skirting the Issue Angie Hedman (bio) Click for larger view View full resolution [End Page 28] Click for larger view View full resolution [End Page 29] Angie Hedman Angie Hedman is an artist, writer, and high school art educator who creates and resides in Muncie, IN. Her work has been published or is forthcoming in The Broken Plate, Gravel, Barren Magazine, Superstition Review, Pidgeonholes, Montana Mouthful, and Riggwelter among others. She tweets at @artist_writerAH. Copyright © 2019 University of Wisconsin Board of Regents

예술 고등학교 무용전공생들이 지각하는 지도자 이미지가 무용지속의도에 미치는 영향: 무용태도의 매개효과 검증

예술 고등학교 무용전공생들이 지각하는 지도자 이미지가 무용지속의도에 미치는 영향: 무용태도의 매개효과 검증

Applicability of Web Based Distance Education to Instrument (Guitar) Education

In this research, it is aimed to present the applicability of Web Based Distance Education (WBDE) method in instrument (guitar) education for Fine Arts High Schools. In accordance with this purpose, a web-based experimental study is developed within the scope of synchronous and asynchronous models for guitar education. The research is carried out in two different study groups in the 2017-2018 academic year at Aydin Dogan Fine Arts High School in Turkey. In order to evaluate web-based instrument education, the first study group is formed with 8 students in the 11th and 12th grade who have taken guitar education, and the second study group is formed with two students who have never studied guitar in order to evaluate the initial guitar education. In the research using mixed method, pretest-posttest matched control group random experimental pattern method is applied within the scope of quantitative method, interview and observation techniques are applied within the scope of qualitative method. Guitar performance grading scale (GPGS), initial guitar education basic behavior evaluation form, individual instrument course attitude scale, guitar course achievement test (GCAT), structured course observation form and interview form are used as data collection tools for the research. In the research, the pre-test and posttests used for collecting quantitative data are analyzed and interpreted by the Mann-Whitney U which is test the nonparametric counterpart of the significance test of the difference between the two independent groups means in the statistical analysis method and by the Wilcoxon test, which is the nonparametric counterpart of the significance test of the difference between the two dependent groups means. The opinions of the students about the experimental study are analyzed within the scope of descriptive analysis method and the themes and codes which are determined as a result of the analysis are interpreted.The data obtained by the observation technique are analyzed and interpreted by using a structured course observation form. According to the results obtained from the research, it is concluded that the instrument (guitar) education program of Fine Arts High School could be applied by WBDE method and this method could be used as an alternative to traditional instrument education.

Relations between Participation Motivation and Satisfaction with School life among Students with Dance Major in an Art Middle and High School

Relations between Participation Motivation and Satisfaction with School life among Students with Dance Major in an Art Middle and High School

Exploring the factors of Drop out of arts high school dance major

Exploring the factors of Drop out of arts high school dance major

Investigation on the Arts High School Students’ Understanding on the Nature of Scientific Models

Investigation on the Arts High School Students’ Understanding on the Nature of Scientific Models

Art Studio as Thinking Lab: Fostering Metacognition in Art Classrooms

WHAT CAN HIGH SCHOOL ART CLASSES OFFER TO BOTH ASPIRING ARTISTS AND STUDENTS WHO HAVE OTHER INTERESTS AND GOALS? Here's an answer: thinking skills. Thinking skills are essential for all learners, a...

A arte-educação no ensino médio: desafios à formação estética

O artigo busca compreender e refletir, por meio de uma abordagem hermenêutica, a atuação do arte-educador do ensino médio diante das condicionantes da sociedade administrada, a partir das percepções dos professores de arte das escolas públicas do Distrito Federal. Para tal foi aplicado um questionário para identificar os desafios desses profissionais nas suas práticas de ensino, por exemplo as poucas horas-aula destinadas às aulas de arte, a incompatibilidade entre a formação específica do arte-educador na graduação e seu exercício polivalente na sala de aula e o não reconhecimento do trabalho em arte-educação perante seus pares e a sociedade. Os dados são discutidos a partir da teoria estética de Adorno (2008), que aponta a potencialidade crítica da arte e seu compromisso social na contemporaneidade. Estima‑se que, em uma perspectiva estética, a arte no ensino médio poderia se colocar como um espaço de formação para o espírito humano, em que a sensibilidade crítica não estivesse contra a ciência, mas vislumbrada como pertencente à integralidade do indivíduo e como forma de resistência diante da massificação sociocultural.

예술고등학교 무용수업에서 교사-학생의 상호작용과 행동규제 및 무용지속의 구조적 관계

예술고등학교 무용수업에서 교사-학생의 상호작용과 행동규제 및 무용지속의 구조적 관계