Art Education Practice Research Articles

The Value of Sexuality

Relying upon feminist and queer theory, this article explores feminist pedagogy in art education practices. More specifically, the research investigates how engaging with sexuality and gender in education relates to the uncovering of social structures, power dynamics, and normativity. This arts-based action research dives into the praxis of the three-day course entitled Sexuality and Art with university student participants from degree programs in art education, graphic design, applied visual arts, and industrial design. By integrating values from feminist pedagogy, such as ethics, agency, contextuality, and the interconnectedness of individuals, art education can create equitable environments that challenge dominant societal narratives.

A Blending of Disability Studies, Art Education, and Museum Education

Many museums have been critically characterized as elitist institutions that offer few inclusive services to meet the needs and interests of marginalized populations and communities (Hill, 2016; Sandell & Nightingale, 2013). Some museums, however, are turning to visitor-centered approaches that refocus their efforts to concentrate on the needs and interests of visitors instead of the objects on display (Love & Boda, 2017; Weil, 1999). One population often still overlooked by museums are adult visitors with developmental disabilities, thus the need for increased museum programming. This work represents a literature review that begins with a close examination of conceptual frameworks provided by disability studies, followed by how disability studies relates to art education and inclusive art-making for individuals with developmental disabilities. Next, the review presents an overview of literature related to developmental disabilities, with a specific focus on adults with developmental disabilities and recreational options available to them. Finally, the literature review delves into the museum experience and visitor-centered museum education. By blending best practices in disability studies, art education, and museum education, museums are primed to create needed inclusive programming and connect with new audiences.

Instructional Leadership and its Relation to Art Teachers’ Pedagogical Practices and Content Knowledge of Art Education

This paper studies the relationship between teaching leaders, art teachers' teaching practice and art education content knowledge. Teaching leaders play an important role in school education, which has an important influence on teachers' teaching practice and the development of educational content knowledge. First of all, this paper analyzes the relationship between teaching leaders and art teachers' teaching practice and art education content knowledge from the theoretical level. Teaching leaders can provide good teaching environment and resource support, stimulate teachers' teaching enthusiasm and innovative ability, and promote the development of teachers' teaching practice and educational content knowledge. Secondly, the practical relationship between teaching leaders and art teachers' teaching practice and art education content knowledge is discussed. The support and guidance of teaching leaders has a significant positive impact on the teaching practice of art teachers and the development of educational content knowledge. Finally, this paper puts forward some suggestions for improving the teaching leaders' knowledge of art teachers' teaching practice and art education content. Including strengthening the training and professional development of teaching leaders, providing more teaching resources and support, and establishing a good teaching evaluation mechanism. Through the research of this paper, we can better understand the relationship between teaching leaders and art teachers' teaching practice and art education content knowledge, and provide theoretical and practical guidance for improving teaching quality and education level.

Curating cognition in higher degree art education

This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.

Using Visual Arts Education and Reflective Practice to Increase Empathy and Perspective Taking in Medical Students.

Empathy is a critical competency for health care providers. However, empathy levels in medical students and residents have been shown to paradoxically decrease during training. Arts and humanities education and reflective practice may reduce burnout and promote empathy during medical school. We developed and implemented an art education elective for medical students focusing on observation and reflective practice and measured its impact on empathy. Between 2017 and 2022, first-year medical students were offered an annual, 4-week elective led by art educators that featured visualization exercises and discussions on the role of bias and perspective in art interpretation. Curriculum effectiveness and impact on empathy were measured using the validated Interpersonal Reactivity Index (IRI) and self-assessments. One hundred twenty-eight students participated in the elective over a 5-year period; 89 (70%) completed assessments. Students reported improvements in empathic communication, recognition of bias, and observation skills. IRI data demonstrated a significant increase in perspective taking (19.0 vs. 20.2; p < .0125). Participation in the elective was associated with self-reported improvements in visual observation, awareness of bias, and empathetic communication. IRI results showed that participants also demonstrated improved perspective taking. Since perspective taking is a cognitive component of empathy, we have provided some empirical evidence that arts education in medical school can promote empathic attitudes and skills.

Co-creating digital art with generative AI in K-9 education: Socio-material insights

The rise of image-generating artificial intelligence (AI) tools has triggered changes in digital art and graphic design, provoking debates in the creative industry. However, scant research exists about children’s and youths’ insights into and encounters with generative AI. Building on sociocultural and new materialist perspectives, this exploratory study proposed to address this gap by exploring middle schoolers’ (N = 10) creative interaction with generative AI, particularly with text-to-image generative models. Qualitative content analyses of emerging learning activities evidenced how generative AI-formed relations were externalized through novel digital artefacts and collaborative discussions. Ideas evolved through peer collaboration organized around creative making with AI. Teachers facilitated relations between people and technology using dialogic teaching, providing room for unpredictability and critical reflection on the impacts of generative AI, especially authorship and copyright. The study concludes with a discussion of the potential uses of generative AI in future art education research and practice.

A Case Study of Culture and Arts Education with Local Communities : Focusing on College Students&amp;apos; Field Experience in Culture and Arts Education

This study aims to improve the efficiency of learning by analyzing program development plans and field practice effects through college students' field practice projects in culture and arts education with the community based on the subject of ‘Understanding and Practicing Fields of Culture and Arts Education’ in liberal arts education at universities. It aims to elevate The subjects of the study were six students who took the liberal arts course of ‘Understanding and Practice in the Field of Culture and Arts Education’ at a four-year university located in S city. Class operation was conducted for 15 weeks, understanding and exploring the field of cultural arts education, preparation and planning for field practice, and field practice project. As for the research method, qualitative research was conducted through individual interviews and focus group interviews (FGI). As a result of the study, first, it confirmed that self-confidence was improved through the application of programs for field practice and case analysis in cultural arts education with the local community. Second, through cultural arts education field practice project activities, the study confirmed that students found their identity in the process of interaction and developed character. Third, it served as an opportunity to imprint the importance of arts and culture education, and helped them to have a vision for career and employment decision-making in the field of culture and arts education. The implication of this study is that college students were motivated to practice cultivating their character and instilling confidence in the development of cultural and arts programs. In addition, awareness of cultural arts education with the local community as a liberal arts education has increased, and interest in career and employment in the field of cultural arts education has increased. Therefore, it is considered that ‘understanding and practice of cultural arts education field’ in cultural arts education with the local community will be helpful as basic data for operating job competency liberal arts courses.

Innovation and Practice in Art Education in the Digital Age

The digital era has brought new opportunities and challenges to art education, and art education needs to keep pace with the times, innovate teaching concepts and methods, and cultivate students' creativity, critical thinking and digital literacy. This paper discusses the innovation and practice of art education from four aspects, namely, the characteristics, objectives, contents and methods of art education in the digital era, and puts forward some specific suggestions and cases, with a view to providing some references and inspirations for the reform and development of art education in the digital era.

Research on the Practice and Innovation of Art and Aesthetic Education in Colleges and Universities

The comprehensive implementation of art aesthetic education in colleges and universities has become one of the important ways for the development of higher education in China. The artistic aesthetic education in colleges and universities should improve the aesthetic quality and humanistic quality of college students and carry out the new requirements and objectives of the development of the aesthetic education in the new era.

APPROACHES TO TEACHING COMPOSITION IN THE SYSTEM OF HIGHER PROFESSIONAL ARTISTIC AND ART-PEDAGOGICAL EDUCATION IN SAINT PETERSBURG: A COMPARATIVE ANALYSIS

In the modern Russian theory and practice of professional art education, the issue of understanding the essence and further development of disciplines related to the formation of Прикладные исследования, технологии 155 visual literacy is acute. One of them is the basics of composition, as well as its derivatives, with amendments to the orientation of the training of artistic and artistic-pedagogical personnel. Based on the analysis of the history and current state in the field of teaching of this discipline within the activities of the largest art universities and specialised departments of Saint Petersburg, the article proposes to determine the features of teaching compositional patterns in art to students. The subject of the study is the development of artistic and art-pedagogical education in Russia, and the object is the role of composition as a discipline in this process, depending on the type of educational institution.

Dialogic Intentions: Social Practice and Moral Character in Contemporary Arts and Education

The decades-long surge of artistic interest in social practice finds a potential confluence in the recent rise of moral character as an object of psychological study, with both ideas filtering downstream into contemporary arts education philosophy and practices. Although much has been written about the social turn in the arts and the cultivation of character in education, few investigators have analyzed the relationship between them. This conceptual essay contributes to a possible convergence by examining the tensions and opportunities inherent in the integration of experimental art-making with the traditions of social science and moral theory. Its purpose is to take a personality-based approach to socially engaged art-making: to understand why some artists engage in social practice and the implications for arts education. This inquiry draws from a series of public interviews that examine the works and values, thoughts and feelings, practices and perspectives of contemporary artists working in higher education.

Benefits, outcomes and challenges of teaching contemporary art in Wisconsin K-12 art classrooms

This study looks at the lived experiences of Wisconsin K-12 art teachers who teach contemporary art. While research suggests that student learning is enhanced by meaningful instruction in contemporary art, more knowledge is needed to inform art education theory and practice. The study methodology was grounded in descriptive phenomenology and data included surveys, one-on-one interviews and focus group interviews, which were analysed using thematic analysis. Reported benefits of teaching contemporary art included enhanced relevance and increased student excitement and engagement. Other outcomes included the development of novel pedagogies by teachers and the increased visibility of art programmes in school and community. Challenges for teachers included the need to supplement material- and product-based lessons, the complexity of addressing controversial issues and the increased preparation time required to create original contemporary art units. Potential limitations of the study and suggestions for future research are provided.

A New Exploration of Artistic Participation by Local Residents of Barcelona: “Utopia House Museum” Community Arts Education Practice Project

Utopia House Museum is a community art education project. In the context of the growing worldwide emphasis on the concept of arts and cultural education, the current state of arts participation among local citizens in Barcelona is still not promising. To address this issue, the concept of "Museum-House" is developed with the aim of bringing museums into the community and creating an outreach of museums in the community. However, it is more easily adapted to the needs of the community than the museum and radiates to the neighboring communities. Through an arts education program called Utopia House Museum, the community's issues and needs are addressed through community collaboration on craft and creative arts activities. The physical space of this project is offered to the community not only as a museum space, but also as a community cultural space with certain living areas that change according to the needs of the neighborhood. This is a utopian museum project that emerges from the idea of home and adds new ideas to the current public participation in art and cultural practices.

“There Was Something Missing”: Using the Critical Response Protocol as Antiracist Practice in Arts Education

This article addresses antiracist arts education by examining key aspects of the critical response protocol (CRP) to disrupt notions of neutrality when responding to works of art. Building on a large urban district’s professional development work to support arts educators’ awareness of their racial identity, we examine how the CRP perpetuates whiteness in K–12 arts classrooms, ultimately maintaining racial inequality. Our research addresses the following question: How do markers of identity, like race, intersect with CRP in K–12 arts classrooms? Our findings contribute to literature on antiracist arts education.

A systematic literature review of cognitive exchange in higher degree visual art education

This literature review paper presents ways cognitive exchange occurs in higher degree visual art education. It also attempts to demystify concerns regarding the value and presence of cognitive exchange in art education, this is because cognitive exchange is not considered in art education with the same breadth or depth as in higher education. Cognitive exchange research in higher degree visual art education is limited but there has been a surge in interest about cognitive functioning in higher education. It is therefore timely to consider how cognitive exchange is understood across visual art practices at this level. This paper presents a two phased systematic review, where cognitive exchange literature in the higher degree context is considered alongside such literature in art education. Four spaces: the individual, social, pedagogic, and policy orientated are discussed to present cognitive exchange practices in higher degree visual art education. The spaces and forms of cognitive exchange profiled, provide a knowledge contribution to disciplines that intersect with the arts and humanities. This is because they mobilize where and how cognitive exchange forms, they present opportunities and uses for cognitive exchange and help suggest ways to support its growth.

Stakeholders’ views on programming in Japanese elementary schools: current issues and future perspectives in music

Three years after Japan integrated programming into all elementary school subjects, questions remain on how policy is being put into practice in arts education. This article examines the current state of programming – activities addressing a local version of computational thinking – in music, with a focus on Japan’s pending challenges. First, an analysis of 23 activity reports sheds light on the main features of implementation efforts conducted by elementary school teachers from all over the country. Notably, compliance with official guidelines seems to have been prioritized over subject-specific contents, and, in some cases, the mere use of digital technologies in the classroom appears to be more relevant than programming and music-making goals. Following that, two key stakeholders – Japanese professionals engaged in planning and implementing programming in music in elementary schools – provide insights on its present state and future prospects through an open questionnaire. Their often-contrasting answers include perspectives on learning goals, teachers’ skills and assessment, as well as their expectations and concerns. A number of unresolved issues and tensions persist regarding how subject contents and programming should be balanced. Given this situation, final remarks address how music-centered, postdigital views of programming may inform future initiatives in the intersection of computing science and music education.

Возможность и практика нового художественного образования

Российское художественное образование на протяжении всех лет было своеобразным концентратом ментальных, материальных, технологических и технических проблем, которые не решались на общегосударственном уровне. Причиной этому были критические социокультурные неурядицы и вызовы, которые постоянно вынуждено решать наше государство. К имеющимся проблемам добавились еще и новые, созданные мировой пандемией, которая, с одной стороны, лишь усиливает существующие и открывает новые образовательные проблемы, однако, с другой стороны, и побуждает к переосмыслению ценностей, как терминальных, так и инструментальных, к глубокой рефлексии над смыслами бытия личностного и профессионального. Вынужденные условия дистанционного обучения лишь углубили ощущение насущной необходимости и необратимости изменений во всех звеньях художественного образования. Осознавая многомерность проблематики, сосредоточимся на уровне профессионального художественного образования, которое, несомненно, требует если не коренной реорганизации, то хотя бы значительной модификации. Автор статьи ставит целью выявление ключевых вызовов профессионального художественного образования в России и определение путей ответов на них, подчеркивая субъективность собственного видения вектора дальнейшего развития отечественного образования в области искусства. Обнародование личностных взглядов, по мнению автора, является не только инициированием дискуссии, но и необходимым условием для поиска эффективных путей развития художественного образования в новых социокультурных условиях. Следует отметить, что реагировать на вызовы современности должны с чрезвычайной оперативностью, ведь уже сегодня рынок труда является перенасыщенным специалистами с дипломами художественных специальностей и, чтобы не оказаться полностью невостребованным, надо срочно принимать меры. Throughout the years, Russian art education has been a kind of concentration of mental, material, technological and technical problems that have not been solved at the national level. The reason for this was the critical socio-cultural turmoil and challenges that our state is constantly forced to solve. To the existing problems, new ones have also been added, created by the global pandemic, which, on the one hand, only strengthens existing and opens up new educational problems, however, on the other hand, and encourages a rethinking of values, both terminal and instrumental, to a deep reflection on the meanings of personal and professional existence. The forced conditions of distance learning only deepened the sense of the urgent need and irreversibility of changes in all levels of art education. Realizing the multidimensional nature of the problem, we will focus on the level of professional art education, which undoubtedly requires, if not a radical reorganization, then at least a significant modification. The author of the article aims to identify the key challenges of professional art education in Russia and to identify ways to answer them, emphasizing the subjectivity of his own vision of the vector of further development of national education in the field of art. The publication of personal views, according to the author, is not only the initiation of discussion, but also a necessary condition for finding effective ways to develop art education in new socio-cultural conditions. It should be noted that we must respond to the challenges of modernity with extreme promptness, because already today the labor market is oversaturated with specialists with diplomas of artistic specialties and, in order not to be completely unclaimed, urgent measures must be taken.

Research on the Application and Effectiveness of Public Arts Education in STEM Universities

This study aims to delve deeply into the reform and practice of public arts education in universities. It employs a two-fold research approach, comprising a literature review to analyze the theoretical foundations and latest practices in art education both domestically and internationally, and an empirical research method. Using Heilongjiang Institute of Technology as a case study, it delves into the issues and current state of public arts education in engineering colleges. The combination of these two research methods provides robust support for the improvement and development of public arts education in higher education institutions.

Research on the Practice of Art Education in Colleges for the Elderly under the Background of Aging Society

With the development of society, China is now showing the characteristics of an aging population. As a link to adult education, senior citizen education is the later stage of the development of lifelong education. Therefore, elderly education is an essential educational link for China to build a learning society and strengthen the cultivation of the ideological and cultural quality of the whole people. The continuous improvement of the elderly education work is of great significance to enrich the ideological and cultural life of the elderly and to realize the construction of a learning-oriented society. With the rapid development of the senior colleges in various regions of China, when they optimize and reform the senior education curriculum, they should strengthen art education in old teaching. Through the study of art, the elderly can not only experience a colorful life but also help to enrich their spiritual world, cultivate their sentiments, and be conducive to the development of physical and mental health. This paper takes the current social aging as the research background and explores the problems in the art education work of elderly universities. In addition, through continuous optimization of the teaching system and in-depth education reform, the feasibility of art education in colleges and universities for the elderly has been strengthened.

Podpora důvěry ve vlastní tvůrčí potenciál jako důležitá součást profesní přípravy učitelů výtvarné výchovy v preprimárním a primárním vzdělávání

The paper interprets the conclusions of selected research focused on the quality of Art Education and points out the possibilities of how these findings can be used retrospectively in the undergraduate training of future kindergarten and primary school teachers. The text also discusses the negative phenomena occurring in the practice of Art Education, drawing attention mainly to the reproduction and imitation of formal outputs of art activities. Therefore, it offers activated methods as a functional alternative. Their promotion combines with the support of confidence in the teacher's pedagogical potential and creative experience.