Art Education Practice Research Articles

Collaborative reflection practice among artists, museum educators, and school teachers in art museum settings

ABSTRACT reflective practice is widely used by scholars in the field of education to explore teachers’ belief behind teaching. Reflective practices mainly focus on individual or peers’ reflection, in particular to the reflection between school teachers. However, reflective practice across different roles outside the classroom is sparse. This article examines the reflective practices of two groups of participants, each comprising three different roles: artists, museum educators, and primary school teachers. This study employs video reflection to assist the practitioners in reflecting on their collaborative teaching in two different art museums. The practitioners are guided to reflect on their beliefs behind teaching, their teaching pedagogies, and theories behind their teaching methods through different levels in terms of descriptive reflection, conceptual reflection, and critical reflection. The findings indicate that collaborative reflection among the three roles could potentially impact a change from teacher-led teaching to student-centered learning and disrupt the structured teaching pattern. This study contributes to the understanding of reflective practice across multiple roles and offers implications for enhancing teaching practices in art education.

Out of Time, Pedagogy, Temporality and the Affective Encounter. Film and Moving Image Making Practice in Art Education

AbstractThis article explores how lens‐based practices can articulate and respond to art education phenomena. The affective turn in education and appearances of education in artists’ film and moving‐image are explored to help identify different appearances and experiences of art education pedagogy. Interspersed by clip descriptions from students and my affective descriptions of watching Être et avoir by Nicolas Philibert, and writing about a film made for the Freelands Foundation SHIFT series, I examine how using moving‐image practice to make a collaborative film in a college of further education in the West Midlands, England can dislocate art education pedagogy from Saul's parcelled and segmented time towards affective encounters and out‐of‐time, temporal experiences. Deleuze's time‐image film theory is explored to position pedagogy as a distinct, affective and temporal phenomena in Art Education and is used to compare the experience of both the making of and watching a film in an education context.

Parental Influence on Child Art Learning: Examining Habitus and Social Trajectories in Taiwanese and U.S. Cultural Contexts

This qualitative study examines how parental habitus in Taiwan and the United States shapes their views on the role of art in child development. Drawing on the social ecological systems framework and habitus theories, it explores parental influences on art education practices. Using a dual-case, cross-cultural approach, the study analyzes interviews, observations, and artifacts from 26 parent-participants with children aged four to seven in art programs. Findings reveal cultural, social, and educational factors influencing parental decisions. Despite cultural differences, both groups prioritize active involvement in their children’s artistic development, emphasizing art’s intrinsic value for fostering creativity, well-being, and character. The study highlights the importance of parent education and advocates for integrating parental perspectives into art education policies. This research enhances understanding of parental influences in children’s art education, emphasizing the need for collaborative efforts to promote art as integral to holistic child development.

Autoethnographical Research on the Experience of Identity Change as an Artist, Teacher and Teaching Artist

AbstractAn autoethnographic exploration of identity formation raises the question of how individuals inhabit, negotiate, accommodate and resist the social groups to which they belong, continually coming to terms with who and what they are. This paper discusses, through this researcher's autobiographical exploration, the ways in which pedagogical discourse and practice produce identities that are constructed within the broader sociocultural context of arts education. As an art educator who has been learning and teaching in the Korean sociocultural context since the 1970s, I have experienced the struggle between my identity as an artist and my identity as a teacher amidst the changes in educational ideology reflected in the Korean national curriculum, which is a set of pedagogical discourses and practices that are constructed within a particular sociocultural context. It can be said that my autobiographical narration has important implications for the practice of art education in connecting individuals and society in an ambiguous and complex future society by enhancing theoretical understanding of wider social phenomena. In this paper, the narrative interpretation of my changing identity as an artist, an art teacher and a teaching artist provides a timely insight into identity shifts in how the artwork we encounter and our perceptions of art are shaped and transformed by our own cultural experiences and recollections of our own personal experiences within the interconnectedness of art and education across time.

Exploring lost spaces

This study seeks to investigate the potential evolution of education when integrated with place, addressing socio-ecological degeneration. Special attention is given to art education, which not only views places as learning locations but also recognizes the material and relational aspects of a place’s ecology as having epistemic value. The inquiry into art education practices delves beyond art-based methods and draws on the rich tradition of place-based practices. To illustrate the contribution of art education to sustainability, the study examines the collaborative project ‘Full Line, Broken Line: The Future of Liminal Landscapes’ in Serbia, focusing on disrupted landscapes near Belgrade. This insight into how investigation and learning about a locality can elicit memories and interpretations through the lens of absence demonstrates the importance of the interaction of temporal and spatial dimensions when learning about what is lost and the possibility for renewal.

Comparative analysis of art therapy in education: China vs. foreign countries using CiteSpace

Comparative research on art therapy in education is limited, both in China and internationally. This study examines the potential of art therapy to transform art education, focusing on improving students' physical and mental health and aesthetic abilities, both in China and other countries. This study provides a comprehensive comparative analysis of art therapy in education within a visual context. Using bibliometric analysis of publications from the CNKI and WOS databases over the past 20 years, and the CiteSpace visualization tool, research hotspots and frontiers in art therapy within education were identified. Clustering research topics were explored, and the influence of art therapy on current art education was discussed. The study also predicts the future development trend of art therapy in both Chinese and international art education. Bibliometric analysis of CNKI and WOS databases, coupled with the CiteSpace visualization tool, facilitated the identification of key nodes in the keyword network, highlighting research hotspots and frontiers. The development of art therapy has shown an upward trend over the past two decades, particularly in the last ten years. Comparative analysis revealed ongoing progress of art therapy in both China and other countries, with untapped potential in China. Future trends indicate a complex upward trajectory, emphasizing the integration of localized art therapy methods and educational approaches. This comparative research paper explores art therapy in education, focusing on its potential to improve physical and mental health, as well as aesthetic abilities, in students from China and other countries. Using bibliometric analysis and the CiteSpace visualization tool, research hotspots and frontiers in art therapy within education were identified. The findings reveal a growing trend in art therapy over the past two decades, particularly in China. The study highlights untapped potential and predicts a complex upward trajectory, emphasizing the integration of localized art therapy methods and educational approaches. These insights contribute to the advancement of art education practices in China and internationally, underscoring the need for further exploration and integration of art therapy methods.

Assessing the Impact of Visual Arts Teaching on Critical Thinking and Behavior Regulation

Background: Visual arts education has been suggested to influence cognitive and behavioral outcomes, yet its specific effects on critical thinking and behavior regulation remain underexplored. The effect of visual arts education on these domains forms the topic of the present study, which employs a mixed approach research design. Aim: To assess the impact of visual arts education on the improvement of critical thinking and self-regulation in students. Methodology: A quasi-experimental approach was employed with 80 individuals, with 40 in the experimental group Report Phrase receiving education in visual arts and 40 in the control group receiving non-visual arts education. CTST and BRI assessment tools were used to acquire quantitative data about the participants, utilizing the independent and paired sample T-tests. Data collected from participants include interviews, focus group discussions, self-administered, and thematic analysis. A repeated measures ANOVA was used to analyse the data. Result: Statistical findings depicted improvements in the quantitative aspect; critical thinking skills improved from 70.0 to 75.3 with p<0.001 and behavior regulation improved from 65.0 to 69.2 with p<0.001 in the experimental-group in contrast to the control-group. The thematic analysis found striking increases in attention, impulse control, task completion, creativity, collaboration, affect expression, and self-esteem of experimental-group participants. Based on the findings of the Repeated Measures ANOVA, significant enhancements were observed in both domains for critical thinking and behavior regulation with effect size estimates of 0.40 and 0.30, respectively. Conclusion: The development of critical thinking and behavior control in students is greatly impacted by art instruction. Quantitative and qualitative data both support the utility of using visual arts interventions for cognitive and behavioral development and inform practice in art education.

Psychological Predictors of Attitude toward Integrated Arts Education among Chinese College Students Majoring in the Arts.

This study investigated the psychological factors related to the attitudes of Chinese arts college students toward integrated arts education. It also examined predictive models incorporating psychological variables, demographic profiles, and art education-related characteristics to offer valuable insights for future research and art education practices. The sample comprised 303 Chinese college students majoring in arts and aged 18-22 years. The predictive models were examined using stepwise regression and decision tree analyses. The results indicated positive correlations between attitudes toward integrated arts education and several psychological variables, including extraversion, openness, conscientiousness, agreeableness, the Behavioral Inhibition System (BIS), hardiness, creativity, self-efficacy, and purpose orientation for personal growth. Neuroticism and the Behavioral Activation System (BAS) were negatively correlated with attitudes toward integrated arts education. Further, extraversion accounted for the greatest variance in attitudes toward integrated arts education. Extraversion, self-efficacy, purpose orientation for personal growth, BIS, and commitment accounted for approximately 38.3% of the variance. The decision tree model, predicting the attitudes of college students majoring in the arts toward integrated arts education, included extraversion, self-efficacy, teaching experience in their major, and academic year. This study contributes to a better understanding of the psychological and educational factors that shape the attitudes of Chinese arts students toward integrated arts education and provides a predictive framework that can inform future research and educational practices.

Digital Media Era: Innovation and Development in College Art Education

In the context of rapid advancements in digital media technology, college art education faces unprecedented opportunities and challenges. This paper explores the application of digital media technology in art education, analyzes the innovative practices in college art education, and proposes strategic considerations for future development. Through the application of technologies such as digital painting, digital imaging and video art, interactive media, and game design, combined with curriculum reform, teaching method innovation, and teacher capacity building, this paper provides theoretical support and practical guidance for the innovation and development of college art education.

Conceptualizing the Digital Pedagogy in Arts Higher Education: Examining the Roles of Training, Technology Support, and Teacher Mindsets

In this concept paper, the propositions for incorporating professional development, ICT awareness, and technical support to introduce technology incorporation practices among College of Arts instructors are discussed. Drawing from past research in practice, this study’s conceptual framework posits value and ability beliefs as the mediators of technology integration practices. This research establishes professional development, ICT knowledge, and technical assistance as determinants of technology integration practices for learning in the study and looks at the value and ability beliefs and their impact on the instructors’ decision to integrate technology into the teaching practice. This work contributes to the generation of practical and theoretical knowledge for designing effective technology integration in arts education practices, underscoring the centrality of the multipronged perspectives of instructors’ belief, content, and practice knowing. In this case, this study seeks to improve the quality of arts education and better prepare College of Arts students for the job market of the still-growing technology focused era by raising the level of preparedness for integrating technology into lessons of the College of Arts instructors.

The Role of Artistic Practice and Practical Experience in Higher Art Education: Analysis of Methodologies and the Structure of Practical Courses

The Role of Artistic Practice and Practical Experience in Higher Art Education: Analysis of Methodologies and the Structure of Practical Courses

Determinants of Work Performance of Teachers in the Special Program in the Arts (SPA) in Region

This study examines the determinants of work performance among Special Program in the Arts (SPA) teachers in Region X, Philippines, specifically within the divisions of Gingoog City, Misamis Oriental, and Cagayan de Oro. Employing a sequential explanatory mixed-method approach, the research initially gathered and analyzed quantitative data from SPA specialists and coordinators across Northern Mindanao. Participants completed self-rating questionnaires assessing their work performance and the manifestation of relevant performance factors. Subsequently, qualitative data were collected through interviews and focus group discussions with selected SPA teachers and students, aimed at providing deeper insights and contextual understanding of the quantitative findings. The thematic analysis identified recurring themes and patterns, informing the study's conclusions. Results indicated that the work performance of SPA specialists was generally rated from 'moderate' to 'fair,' with Dance and Media Arts receiving the highest ratings, though still within the moderate range. Professional development emerged as the primary predictor of work performance across most specializations. The study underscores the necessity of targeted professional development programs and recommends enhancements in administrative support, resource allocation, and policy advocacy to improve SPA implementation. These findings have significant implications for educational policy and practice in arts education.

Popoin Media Based on Interactive Powerpoint for Primary Students' Dance Arts Education Practice

Popoin Media Based on Interactive Powerpoint for Primary Students' Dance Arts Education Practice

Fostering Pre-Service Teachers’ Professional Abilities in Art Education through Reflective Teaching Practices

Reflective teaching practices are essential in art education, serving as a cornerstone that encourages pre-service teachers to engage in thoughtful analysis and adaptation of instructional methods. This crucial professional skill enables pre-service teachers to navigate the dynamic landscape of teaching, fostering a continuous cycle of self-reflection and improvement. The central challenge revolves around the imperative task of improving pre-service teachers professional skills, as they navigate the complex endeavor of transforming artistic expertise into effective pedagogy. The objective of this research is to explore the professional competencies of pre-service art teachers utilizing reflective teaching practices within the field of art education. The research design involved conducting a library research, encompassing the reading and analysis of literature from academic journals and books. The research findings reveal crucial insights into the professional abilities of pre-service art teachers and effective teaching reflection methods. In terms of professional abilities, the study identifies key areas, including teaching design ability, teaching efficacy, and teaching reflection, shedding light on the multifaceted skills required for effective art education. Additionally, the investigation delves into various teaching reflection methods, encompassing assessment tools, lesson planning integration, technology utilization, interactive strategies, and creative approaches. In summary, this research emphasizes the crucial role of reflective teaching practices in art education, enabling pre-service teachers to continually refine their instructional methods. The study findings contribute valuable knowledge to the ongoing discourse on enhancing art education practices, providing a comprehensive understanding of both the skills required by teachers and the diverse methods available for fostering reflective teaching practices in the field. To address the identified challenge, teacher training programs should prioritize teaching design, efficacy, and reflection modules. Encouraging pre-service teachers to engage in reflective practices and integrating diverse methods into training programs will better equip educators for the dynamic demands of art education.

Practice of Digital Media Art Education Based on Virtual Reality Technology

Digital media art education has entered a new era with the integration of virtual reality (VR), offering students immersive and interactive learning experiences. Through VR technology, students can explore the creative possibilities of digital media art in a simulated environment that transcends traditional classroom boundaries. From interactive installations to virtual exhibitions, VR enables students to experiment with diverse mediums, techniques, and concepts in a safe and engaging space. Moreover, VR facilitates collaboration and peer feedback, allowing students to showcase their work, receive critiques, and collaborate with peers from around the world in virtual studios and galleries. This paper explores the practical implementation of digital media art education utilizing virtual reality (VR) technology, augmented by Multimedia Linear Statistical Feature Classification (MLSC). VR technology offers immersive and interactive learning environments, allowing students to explore and create digital media art in three-dimensional spaces. The incorporation of MLSC enhances the educational experience by providing personalized feedback and assessment based on statistical analysis of multimedia features. Through simulated experiments and empirical validations, the effectiveness of the VR-based digital media art education approach with MLSC is evaluated. Results demonstrate significant improvements in student engagement, creativity, and learning outcomes. The students using the VR platform with MLSC achieved a 40% increase in project completion rates and a 30% improvement in artistic proficiency compared to traditional methods. These findings highlight the potential of combining VR technology with MLSC to revolutionize digital media art education, preparing students for careers in the dynamic and interdisciplinary field of digital media.

THE COMPARATIVE ANALYSIS OF PRACTICES OF SOCIO-ARTISTIC EDUCATION AT PEDAGOGICAL UNIVERSITIES OF RUSSIA AND CHINA

This scientific article is devoted to a comparative analysis of pedagogical higher educational institutions in China and Russia in the field of art education and social practice. The main purpose of the study is to identify similarities and differences between the educational systems of the two countries, their approaches to teaching contemporary art, as well as interaction with the artistic community and the social environment. The article provides an overview of the existing research in the field of socio-artistic education at pedagogical universities in Russia and China. The key aspects and practices are analysed, such as the organisation of the educational process, inclusion of students in art projects and practices, interaction with the local art community and social organisations. The results of the study help to identify similarities and differences in the approaches to socio-artistic education in educational institutions in Russia and China. The author discusses the advantages and disadvantages of each system and gives recommendations for improving the practice of socio-artistic education in pedagogical higher educational institutions of both countries. The research is of interest to educators, scientists and specialists in the field of art education, as well as those who are interested in comparative analysis of educational practices of art in different countries. The results of the work can be used to develop training programmes and improve the quality of socio-artistic education at pedagogical universities.

Data Visualization in Art Education Research and Practice

Data Visualization in Art Education Research and Practice

Challenges and Strategies for Cultivating Critical Thinking in Chinese Art Education

The evolution of the educational landscape in China has brought heightened recognition to the significance of art education within the country. Nonetheless, the framework of domestic art education remains entrenched in a broader educational paradigm that predominantly emphasizes standardized testing. Consequently, this paper delves into the complex issues impeding the development of critical thinking skills through art education. By examining the current state of domestic art education through the lens of three fundamental components of critical thinking, this study underscores the formidable challenges that hinder the fostering of critical thinking skills within this domain. Drawing from a comprehensive analysis of teaching methodologies and educational practices in art education, this research presents a series of targeted strategies to propel the advancement of domestic art education by prioritizing the cultivation of critical thinking skills. Through the identification of key obstacles and the proposal of strategic interventions, this paper contributes to the discourse surrounding the enhancement of critical thinking abilities within the context of Chinese art education.

The role of innovative educational technologies in the training of specialists in the field of culture and arts: European experience

The purpose of the article is to determine the role of innovative educational technologies in the training of specialists in the field of culture and arts based on the study of the European experience. To achieve this goal, the methods of analysis, synthesis, deduction, induction, specification, and comparison were used. The results consider the theoretical foundations of the use of innovative technologies in modern education. In the realm of culture and arts, it holds a pivotal role in training specialists. By drawing insights from the European experience, it becomes evident that cutting-edge learning approaches are founded on embracing novel ideas and a continual reevaluation of values. Also, it is crucial to consider its broad accessibility and ongoing nature. It is shown that education in European art universities and academies actively employs collective, modular, integrative, and developmental methods. In the modern practice of art education, the application of new and effective methods is of utmost importance to foster the creative and personal growth of aspiring professionals in the cultural and artistic fields. Among these methods, particular attention is given to students' project activities, which synergize successfully with digital technologies and distance learning. The novelty of the work is the author's own structure of innovative education. The conclusions determine that the main function of modern education is human development, so students in modern circumstances should focus on the possibilities of self-learning and the use of digital technologies (current trends in the field of culture and arts).

Cultivating Art Inquiry Through Land-Based Thinking on Social Justice Art and Museum Praxis

Place has long been noticed, made, developed, and narrativized in favor of settler majorities’ economies and hegemonies. Disregarding Indigenous presence and land, the terror on the land continues in the form of dislocation and dispossession of Indigenous, Black, and other minoritized communities of color, along with racial segregation and alienation. Drawing on the scholarship of land-based and decolonizing education, this article provides the conceptual groundwork for a form of art education theory and practice concerned with place-based social justice and equity. Particularly, I propose land-based art inquiry as a decolonizing pedagogy that helps critically assess settler colonial ways of sharing and making place via spatial–temporal injustice and the normalization of settler colonial logics that pervade our daily lives. The art inquiry generates new and critical ways to engage with the land as a site of art and museum (educational) practice as exemplified in the three different sites—a graduate students’ collaborative art-based project, a contemporary artist’s praxis, and museum praxis. Graduate students’ site-specific installation and contemporary artist JeeYeun Lee’s mobile walking are artistic interventions to public places that critique settler narratives and re-story the place. They highlight the ways in which land-based art inquiry can help individuals (re)connect with and (un)learn the stories and politics of their relationships to the land, thus troubling the settler colonial territorial imperatives. Also, by bringing land-based art inquiry into the investigation of the museum as another settler colonial place seeks and brings understanding of contemporary Indigenous-led collaborative museum spatial design and (educational) praxis for decolonizing possibilities.