Quality Arts Education Research Articles

Study on the Communication Path of the New System of Quality-oriented School Music Education in Chinese Music Education Institutions

With the deepening reform of quality education and art education in the new era, a new system of music education in quality-oriented schools has emerged. In order to effectively explore the dissemination path of the new system of quality-oriented music education in Chinese music education institutions, this paper summarizes the current development status of the new system of quality-oriented school music education. Starting from the sources and characteristics of the music education system of quality-oriented schools, it takes Beijing IGW Love and Country Art Center as a case study, analyzes the development status and user profile of the Chinese music education industry, and summarizes the promotion strategy of the new system of teaching, in order to explore a sustainable development path for the dissemination of the new system of quality-oriented school music education in Chinese music education institutions.

E-Learning Canvases: Navigating the Confluence of Online Arts Education and Sustainable Pedagogies in Teacher Education

Recent education policy debates in Europe focus on adapting European education systems to modern societal needs, emphasizing competency-based education to cultivate personal fulfillment, employability, active citizenship, social cohesion, and lifelong learning. Notably, digital and sustainability competencies are regarded as pivotal for building sustainable societies. Within this context, arts education assumes significance because of its experiential nature, engaging learners not only intellectually but also emotionally and ethically. This article explores how teacher educators can provide quality arts education that embraces sustainable pedagogies through digital technologies. It delves into teacher educators’ perspectives on the challenges and opportunities presented by digital technologies when teaching arts courses online. Conducted as part of the European-funded project ‘Critical Arts Education for Sustainable Societies,’ this study involved interviews with 25 academics from five European countries. Key challenges identified include converting course content for online delivery, ensuring access to high-quality resources, or maintaining students’ active involvement in the online learning process. Conversely, educators adapted arts education by revising teaching methods through digital technologies and developing new materials to promote inclusivity, engagement, participation, and action. Implications offer guidance to arts educators on how to reconfigure their role when delivering arts courses online.

A Study on the Application of Folk Song Style in Chinese Children's Piano music

With China's economic development and emphasis on quality education and art education, the cultivation and education of children's music literacy has been widely popularized in every family, and the piano, as an important music education tool, plays a vital role in children's music cultivation and the development of comprehensive ability. In the context of the development of piano music in China, Chinese children's piano works have a unique and important position in piano teaching. In this paper, we will discuss the importance of Chinese children's piano works in piano teaching, the correlation between folk song style piano works and children's piano teaching, and discuss the important role and influence of folk song style piano works in children's piano teaching, as well as put forward corresponding teaching methods and strategies.

Quality Art and Design Education among Physically Challenged Ordinary Level Learners at a Special Education Secondary School in Zimbabwe

The twenty-first century Art and Design education for learners with disabilities has to swivel from just being a psychomotor remedy to assessable and skills oriented subject in special schools. This change is in sync with many educationists who view quality Art and Design education as a platform for helping learners to fully develop, including those with disabilities. Through quality Art and Design education, learners with disabilities are not only uplifted educationally but also socially, psychologically, intellectually and physically. Hence, this study assessed the provision of quality Art and Design education among physically challenged Ordinary Level learners in a Bulawayo Central District school in Zimbabwe. Interpretivist paradigm, qualitative approach and case study design were adopted. Thematically analysed data were collected through semi-structured interviews, focus group discussions and document analysis. Purposively chosen sample comprised sixteen physically challenged Ordinary Level Art and Design learners, two Art and Design teachers, two school administrators, one subject inspector, one physio-occupational therapist and three School Development Committee members. Findings reveal that active learning methodologies, low teacher-learner ratio, assessment practices and adaptable environment enhanced quality Art and Design education to physically challenged learners at the school understudy. However, inadequacy of assistive devices, human and instructional resources, and lack of support from other stakeholders compromised the quality of Art and Design education among physically challenged Ordinary Level learners at the school. The study concluded that though the selected school encountered some constraints in providing quality Art and Design education to physically challenged learners there were noticeable good practices adopted.

Provision of Quality Art Education in Tanzania: Opportunities and Challenges

Quality education is of paramount importance to social-economic development. It avails the requisite human capital for production, and nationwide strength and competitiveness. Arts education entails knowledge, training, and formation founded on all arts. Quality arts education promotes emotional development, cognitive achievement, knowledge, skills, and competence of learners. Tanzania realized the importance of arts education mainly after Arusha Declaration of 1967 where the philosophy of Education for Self-Reliance (ESR) monopolized the education policy of the country. Such move was in line with Article 27 of the Universal Declaration of Human Rights, which stipulates the right for individuals to enjoy arts. Progressively in 1997, the government introduced Tanzania Cultural Policy (TCP) where arts education was the hub and in 2008 the government introduced arts subjects in the secondary school curriculum as examinable subjects. Tanzania has continued to promote arts education in various ways and currently the government is focusing on cultural and arts small sectors as possible contributors to economic progress and employment. However, Arts education in Tanzania is facing numerous challenges such as; most curriculum developers do not place a great value on arts education, educational and cultural policies are not totally associated with one another, teachers’ colleges have few arts education programmes. Moreover, some societies do not recognize the discipline’s importance, which has breached its social identity and position in education. Thus, it is recommended in this paper that in order to achieve quality arts education, the government and other stakeholders should jointly work to provide the required support to secure enhanced standards in arts education provision. For instance, the state should avail and retain effective trained arts education instructors at all levels and arts education programmes should be reviewed to respond to the global needs. Conclusively, quality arts training is a critical aspect of holistic education and it promotes self-concept, identity, oneness, and diversity in society. Thus, arts education should be given the same priority like other academic disciplines in the curriculum.

Connected Arts Learning: Cultivating Equity Through Connected and Creative Educational Experiences

This review brings together scholarship from creative educational experiences (CEE) and connected learning to describe a connected arts learning framework, reframing arts education in the 21st century with a focus on connecting youths’ interest-driven art making to opportunities through supportive relationships. Such a framework pushes the arts education field to consider outcomes beyond artistic skill acquisition and academic achievement to include a broader range of opportunities, including those civic- and career-related; promote interest development through targeted exposure to new forms of art making; create and implement professional development and programming to emphasize networks and connections; and draw from culturally sustaining practices to bridge connections between spaces for learning. A connected learning lens applied to what we know about high quality arts education sharpens our focus on how CEE can cultivate equity and social/cultural connection for youth.

Jan Grejm: The Role of Painting and Graphic Practice of the Artist in the Artistic Culture of Podillya

The article is devoted to the analysis of the creative work of the Podolsk artist Jan Grejm (1860–1886), whose short life and activity practically remained out of attention of researchers and scientists. Information on the history of the Grejm family, conditions of formation and development of his creative talent, the influence of the spiritual atmosphere of the environment on the formation of professional qualities of the artist are considered. Emphasis is put on the work of Jan’s father, Mykhailo Grejm (1828–1911), a famous photographer, restorer and numismatist, who created an atmosphere of creativity, conditions for constant intellectual and creative development for his son. It was stated that Jan Grejm, with the support of the best representatives of the Polish intelligentsia of Podillya, through his father’s international relations, received the highest quality art education at that time, studying in art institutions of Europe: Warsaw, St. Petersburg, Munich. The article highlights the results of the authors’ searches for information about the artist in the archives of Poland and Ukraine, which made it possible to clarify the presence or absence of Jan Grejm’s creative works, to correct the mistakes of previous researchers. New information about the young artist’s awards for participation in art competitions has been introduced. The article proves that the few architectural compositions of J. Grejm, which record the lost objects of Podolsk architecture, together with much more common photo compositions of his father M. Grejm represent a unique, and sometimes the only fixation of destroyed monuments, extremely important for restoration work, able to significantly replenish the historical and architectural science and ensure the creation of quality graphic reconstructions; they contain information about the style and typology of the depicted objects of antiquity in a specific period of time (second half of the 19th century).

In their own voice: The role of the Shape of the Australian Curriculum: The Arts Paper Writers in ensuring equitable access to quality Arts education in Australia

This paper examines the personal and professional experiences of the five arts leaders who co-wrote the foundation document for Australia’s first national curriculum in the Arts. Their personal and professional backgrounds, which were explored during in depth interviews, drove the complex collaborative process that informed the first iteration of the Australian Curriculum: The Arts. Though each couched their responses in the context of their background and arts discipline, they shared an awareness of the important role of the Arts in providing the analytical tools for children and young people to identify and subsequently challenge social injustice. The findings, which are presented as a group narrative using a Narrative Inquiry approach, reveal how the five arts leaders’ individual lived experience, disciplinary experience and expertise, and commitment to collaborative leadership informed their approach. It was one driven by their shared belief that all Australian students, regardless of their background, are entitled to a quality arts education.

THE ENCHANTMENT OF TECHNOLOGY AS THE CONVERGENCE OF SCIENCE AND CREATIVITY IN MILLENIALS ART LEARNING

The demand for quality art education nowadays is significant to prepare students to be active and successfully participate in society. The rapid development of technology through the internet network marks Millenials' birth as generations that are from technology, internet, and smartphones in everyday life. This study discusses the application of art learning design combined with technological development through interdisciplinary learning covering various aspects of the material and its enchantment. This study aimed to develop the strategy of art learning and explore technology's enchantment in high school using a project-based learning model. This research method used an art learning experiment at Senior High School 2 Surabaya Indonesia using a project-based learning model. The data was collected for the 2019/2020 academic school year (July 2019 to May 2020). Interestingly, in that particular school, there were two different learning models: a classical one and blended learning. This research applied interdisciplinary learning design in technological development through art learning, Alfred Gell's perspectives about enchantment, and Bonk and Graham about blended learning. The results show that interdisciplinary learning of art in digital technology development facilitated learning design by providing art learning material in schools with different disciplines. This art learning material includes theater arts, fine arts, music, dance, and literacy. Furthermore, this study showed that the models could train the ability to think critically, to solve problems, and to increase children's interest in learning art through the project done.

Quality teaching frameworks and arts education: Seeking a compatible approach

ABSTRACT As school education systems worldwide adopt standardized performance measures, teacher effectiveness frameworks have become more influential. This article draws on Australian mixed methods research that aimed to understand the processes behind quality arts pedagogy. Following an in-depth quantitative study, nine high-performing case study arts classes were selected, spanning dance, drama, media arts, music and visual arts. The Quality Teaching Framework (QTF), based on authentic pedagogy, was used to observe and to analyse twenty-seven arts lessons, three per case study. This framework, trialled and validated in prior large-scale research, was adopted by the New South Wales public education system. While the framework’s categories were useful in detecting aspects of quality arts pedagogy, we also observed shared practices that were absent from the QTF. The article focuses on these absences. To support the creation of original work, these classes included generative processes not adequately explained by the framework, which made no direct reference to creativity. This led the research team to: (1) question the extent to which generic standardized (GS) teaching frameworks explain the dynamics of arts classrooms, and (2) reflect on whether certain processes are not easily categorized within standardized measures and whether this can lead these processes to be undervalued.

Towards Quality Art Education: Challenges and Opportunities

Quality art education promotes emotional development, as well as cognitive achievement, which is a key factor to achieve quality education. Art education is an instrument par excellence that a nation can rely upon to bring about self-reliance. Quality art education produces positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in students. Arts-based processes allow students the opportunity to express their knowledge, ideas and feelings in ways that do not necessarily involve words. Unfortunately, the value of arts-based learning in Nigeria is diminishing because of some challenges, including the negative perception of the course by students, parents and even the society at large. It is against this backdrop that this paper brings into focus the position of the course in Nigeria’s educational system with a critical analysis of challenging issues such as: the supply and training of qualified art teachers, negative attitude of individuals and government, social identity, lack of facilities and materials, among others. Recommendations were proffered on the way forward. The paper finally concludes that good quality art education is an essential component of holistic education (formal and informal). Keywords : quality, art education, challenges, opportunities

From Retrospective to Proactive: Creating the Future that Students Need

Changes in education policy—particularly at the federal and state levels—during the current era of ideologically and profit-driven “education reform” threaten balanced education in general and music/arts education in particular. Emerging answers to a number of pivotal questions will determine the future of the arts, arts education, and public education in general. Music educators and other advocates of quality arts education must not only adapt their curricula and instructional practices to reach students in a twenty-first century context, but also develop effective communications systems and organize coalitions powerful enough to influence policymakers and thereby shape policies supportive of quality music/arts education. Recent advocacy efforts by the National Association for Music Education (NAfME) provide examples of how supporters of arts education might accomplish these goals.

New maps of learning for quality art education: what pre-service teachers should learn and be able to do

It would be a rare thing to visit an early years setting or classroom in Australia that does not display examples of young children’s artworks. This practice serves to give schools a particular ‘look’, but is no guarantee of quality art education. The Australian National Review of Visual Arts Education ( http://www.australiacouncil.gov.au/__data/assets/pdf_file/0003/36372/NRVE_Final_Report.pdf , 2009) has called for changes to visual art education in schools. The planned new National Curriculum includes the arts (music, dance, drama, media and visual arts) as 1 of the 5 learning areas. Research shows that it is the classroom teacher that makes the difference, and teacher education has a large part to play in reforms to art education. This paper provides an account of one foundation unit of study (Unit 1) for first year university students enrolled in a 4-year Bachelor degree program who are preparing to teach in the early years (0–8 years). To prepare pre-service teachers to meet the needs of children in the twenty-first century, Unit 1 blends old and new ways of seeing art, child and pedagogy. Claims for the effectiveness of this model are supported with evidence-based research, conducted over the 6 years of iterations and ongoing development of Unit 1.

The endangered subject of quality Visual Art education

Quality and meaningful Visual Art education provides opportunities for learning and holistic development to all children at school. Research projects in this regard highlight the problems that teachers experience in this field. The contribution of higher education in the training of educators to provide for teachers in Visual Art education is important. Curricula of four local and one overseas university for the BEd training in theArts are compared and discussed. The importance of literacy and numeracy at schoollevel is not disregarded, but the fact that visual literacy is an important part of being literate is emphasised. The current shortage of well-trained Visual Art educators is a challenge. Overcoming this challenge will provide all members of future generations in schools with the learning opportunities that are available through quality Visual Arteducation. The impact of several reviews of the South African Educational system and the effect thereof on Visual Art education are discussed.

An Exploratory Investigation on the Influence of Practical Experience towards Shaping Future Early Childhood Teachers' Practice in the Arts

ACCORDING TO THE NATIONAL Education and the Arts Statement (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2007), all children and young people should have a high-quality arts education. The statement also supports the notion that arts experience can be the first meaningful point of engagement in the education system for students. To achieve quality arts education, teachers require a high level of skill and training (Andrews, 2004). This suggests teachers require significant training to help develop a strong sense of perceived capability towards teaching in the area of arts education. This study explores the beliefs of early childhood teachers in their first three years of teaching. Focusing on self-efficacy beliefs, this study used Bandura's (1997) model of self-regulated learning as a base from which to consider sources of an early childhood teacher's sense of agency related to teaching the arts. Findings suggest teachers develop beliefs about arts education during practical experience that shape attitudes towards teaching arts in the early years. These findings have important messages for improving arts education.

Current Art Human Resources Development and Management of Problems and Solutions

Factor analysis, correlation analysis, modeling, network analysis and other analytical methods and theory with practice and the ideological line of the relevant statistical data, information and computer technology combine to explore the current impact of human resource development and use of art elements such as ideology and understanding of the barriers, barriers in theory, system, structure, and mechanism of the barriers, art education and creative talent, Scientific research, barriers, human capital aspects of art and other barriers. Impact of art on human resources development and utilization factors based on in-depth analysis, from the innovative thinking, artistic personnel training, personnel quality art education, art human resources management, incentive mechanisms, so some countermeasures and suggestions. And reached the following conclusion: only continue to explore, find and improve the current art human resources development and utilization of new methods, new measures in order to truly establish the characteristics of human resources meet the art human resources management system. Key words: Art talent; Constraints; Suggestions

Issues of Global and Local Quality in Arts Education

Quality is not a random occurrence in arts and creativity partnerships. The achievement of quality must be planned. Any arts partnership requires both quality assurance and quality control components. Quality assurance manages quality of processes, while quality control measures deliverables - ‘products’ - against standards. This paper looks at quality from a global and local perspective and argues that arts experiences from children and young people need to be:
 • "Fit for purpose": i.e. The arts education experience should be suitable and relevant for the intended purpose and the intended participants/audience.
 • "Right first time": i.e. There are certain sets of attributes that are generally associated with quality arts engagement and arts partnerships within education and these can become ‘prerequisites’ for a programme, there by mistakes should be eliminated, or at least reduced.
 
 This paper outlines the key components of quality arts education and suggests that the focus of research needs to move forward from a impact of the arts to quality of the arts.

From Lessons Learned to Local Action: Building Your Own Policies for Effective Arts Education

This article explores the process of using lessons learned about high quality, effective arts education programs to help local educational leaders and practitioners create their own policy statements. It raises questions about policy implications from those lessons and connects them to the readers'own experience. It provides an intellectual framework and an action agenda for developing local policy at the classroom, school, or district level that supports high quality arts education for every student. It argues that effective arts education programs must be supported by responsive policy and ongoing tax levy funds to have a greater chance for providing quality arts teaching and learning that endures.

Exploring Art in Early Childhood Education

In Australia and many other countries around the world, art education is considered a significant aspect of early childhood education. As Jalongo (1999) asserts, teachers who are not confident with their own artistic ability will negatively influence the art of their own students. Therefore, teachers of all stages of their careers need to be provided with training in relation to the art. Through ongoing professional development, teachers will develop basic skills to assist themselves in managing young children's artistic learning. In 2010, the authors completed a self-study of experiences from entering early years classrooms. Using reflective practice in a narrative approach, key themes emerged about skills and techniques needed in art education. This paper offers ways to support early childhood teachers to become more confident in their dealings with young children and their art experiences at school based on these findings. It provides guidance to teacher educators, schools and policy makers interested in improving quality Art education experiences for all students in early childhood education.

The Challenges of Implementing Primary Arts Education: What our Teachers Say

QUALITY ARTS EDUCATION CAN produce positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in young children (Bamford, 2006; Eisner, 2002; Robinson, 2001). Arts-based processes allow children the opportunity to express their knowledge, ideas and feelings in ways that do not necessarily involve words (Livermore, 2003; Robinson, 2001). Unfortunately, the value of arts-based learning can often be overlooked because of the social and cultural dominance of literal language and written modes of expression (Eisner, 2002; Kress, 2000). Forming models of quality arts education in the early years of primary school can also be a highly problematic task. This has been highlighted in a series of recent national reviews that have investigated the current state of arts education in Australian schools. This national attention has in part focused on the level of preparedness of non–specialist teachers, in teaching the creative arts; music, dance, art and drama.