School Art Education Research Articles

МИСТЕЦЬКО-ПЕДАГОГІЧНІ ІННОВАЦІЇ ПРОФЕСОРА О. Я. РОСТОВСЬКОГО

The article is dedicated to highlight the artistic and pedagogical innovations of Professor O. Rostovsky and reveal their meaning in the context of the development of domestic art education. The authors made a brief analysis of the achievements of the musician-teacher, which gives reasons to speak about their undeniable value. It is emphasized that today it is difficult to overestimate the scientist’s contribution to school art education, methods of teaching lessons in general secondary education institutions, the system of training future teachers of music, etc. From today’s point of view, such works as «Methods of teaching music in primary school», «Methods of teaching music in secondary school», «Lectures on the history of Western European music pedagogy»,«Pedagogy of music perception», «Theory and methods of music education» not only do not lose their relevance, but on the contrary find more and more supporters. The results of musical and pedagogical activity of the scientist, who was deeply convinced of the importance of the profession of music teacher, the need to achieve a high level of pedagogical skills, gained special importance in the conditions of formation of the young state and development of the national education system. It substantiates new conceptual approaches to improving the quality of school art education, the need to update music programs, lesson content, rethink their goals and problems, study and generalize the best domestic and European experience, the widespread introduction of innovative developments in educational practice. One of the important activities of the scientist was the scientific guidance of dissertation research in the field of music pedagogy. The article emphasizes that the scientific school of Professor O. Rostovsky is characterized by innovative approaches to solving current problems of art pedagogy, and the results of research novelty and validity of conclusions. The authors of the article defend the need for further study of the achievements of the scientist, as they are convinced of their novelty and undeniable value for modern theory and practice of art education.

Application and Practice of Expressive Painting in Middle School Art Education

By combing the theoretical framework of contemporary expressive painting and expressive art therapy, this study explores the application and practice of integrating expressive painting into middle school art education in hope to provide new ideas for art education and teaching in contemporary middle schools.

Inheritance, disobedience and speculation in pedagogic practice

ABSTRACT This article considers relations between inheritance, disobedience and speculation in art practice and art education in schools and other sites of teaching and learning. In recent decades educational practices such locations have been subject to doctrinal cultures of audit, standardisation and competences, invoking what Michael Hampe terms the homogenization of the interpretation of experience. In contrast the article advocates the idea of speculative pedagogies that remain open to the unknown potentialities of students’ and teachers’ learning encounters and invent a future when such a future, demands thought. Speculative practice and the idea of disobedience are elaborated through contemporary art practices, then applied to pedagogical contexts and processes of learning. Focusing upon the relevance of how a learning encounter matters for a student and the obligations required of a teacher, the article then considers an ethics and politics of pedagogical work through the idea of idiotic events and Isabelle Stengers’ notion of the cosmopolitical proposal.

Interdisciplinary art education and primary teaching students' self-confidence

The purpose of this research is to determine whether the self-confidence of students receiving interdisciplinary arts education in primary school varies according to gender, age and the type of high school they graduated from. The research is designed in survey model. At the stage of determining the sample, the students who were educated at Marmara University Atatürk Faculty of Education and who received interdisciplinary art education were determined and the students to be included in the study were determined by random (random) 112 volunteers selections. The self-confidence scale developed by Akin (2007) was used to determine the self-confidence levels of the students participating in the study. When the research findings are examined; self-confidence scores of the students were found to be quite high. In addition, it was observed that the self-confidence scores of the students did not vary according to gender, age and the type of high school they graduated from.
 KEYWORDS: Art Education; Clip; Dance; Self-Confidence; Short Film

An Investigation on College Students’ Basic Aesthetic Quality and the Needs of Aesthetic Education Curriculum—Empirical Evidence from Ten Universities Data in China

The research defines the basic aesthetic qualities and divides them into three parts: aesthetic consciousness, common sense, and behavior. Empirical evidence from more than 1000 college students of ten universities showed that many students still lack basic aesthetic knowledge and skills, and there are also significant differences in gender, location, and qualification. Therefore, college students have a relatively large demand for aesthetic education curriculum, especially in the arts. But obviously, the current aesthetic education curriculums in colleges and universities cannot meet the needs of students, and it is even more difficult to guarantee the aesthetic ability of students who lack art education in primary and secondary schools. Therefore, it is necessary to make up for deficiency in university courses, and to carry out professional-based and even interdisciplinary and cross-border aesthetic courses can achieve the goals of aesthetic education in universities.

실시간 비대면 원격예술교육 사례연구: 줌(Zoom)과 패들렛(Padlet)을 활용한 연극수업을 중심으로

This study aimed at examining real-time non-face-to-face distance art education cases and to draw implications for art education in schools in the untact era. Due to the COVID-19 outbreak, art education in schools has made it difficult to take advantage of the existing advantage of an aesthetic experience through face-to-face meetings. Researchers who had been practicing art education in schools through drama/theater were also asked to switch to non-face-to-face classes. To this end, the researchers developed and applied a real-time non-face-to-face remote theater class program using Zoom and Padlet for first-year middle school students from September to October 2020. We obtained the following results of this case study by interpreting the collected data such as survey, observation data, and artifacts etc.
 First, we tried to form a rapport with students who had few opportunities to meet each other due to Corona 19 through a strategy of establishing relationships even on the screen. Second, we provided students with an opportunity to collaborate, thereby providing an experience of joint achievement. The content of the program was to share experiences about what they have experienced, write a play script based on this, and then put on a performance together. As for the method of the program, a relationship was formed using various theatrical techniques, joint writing was performed using Padlets, and a Zoom-based reading play was performed. In this case, despite the unusual situation of ‘untact’, through the aesthetic activity of ‘art education’ in the limited space ‘in school’, the possibility of art education in schools in the untact era was realized and a vision was presented.

Establishment and analysis of quality art-evaluation model based on BP neural network

BP is a multi-layer feedforward neural network trained by error back propagation algorithm, which is designed to mimic the structure of biological neurons. The system could solve the problem of hidden layer connection weight learning in multi-layer neural network. Based on the influence degree of investment on art education in primary and secondary schools, four input layer neurons including the number of investment fields, the type of investment fields, the popularity rate and the utilization rate were selected to build a neural network model. The average relative error between the statistical value and the predicted value was 0.15%, which could prove that the model had a high prediction accuracy and can be applied in evaluating on primary and secondary school arts education.

The concept of creative doing in the philosophy of I.A. Ilyin and its application in modern liberal arts education in the high school

Introduction. The philosophy of I.A. Ilyin proposes a program for the renewal of society while returning to the spiritual tradition, which seems to be relevant for modern humanitarian education. The aim of this research is to reconstruct the concept of creative doing in the I.A. Ilyin`s philosophy and to demonstrate of its application in the organization of design and research work of university`s students in the framework of humanitarian education. Materials and methods. Based on the analysis of modern research literature and works of I.A. Ilyin, theoretical and hermeneutical methods were used in this work, as well as the design and research method of organizing educational work with students. Research results. Creative doing is the creative implementation of each person's life project in real conditions. The concept of creative doing consists of four points: 1) creation of oneself; 2) building your own business; 3) building a family and raising children; 4) social and cultural creation. In the philosophical works of I.A. Ilyin, you can find this concept. By discovering spiritual reality, a person comprehends God's plan for himself, his “calling”, freely accepts it and responsibly implements it in his life. The family, created on the basis of the spiritual community of the spouses, transmits the spiritual tradition and creates a new, more creative generation. Patriotism is brought up in the family, the transition to the concepts of the Motherland, the state, domestic and world culture is carried out. The topics are named and the stages of organizing the design and research work of students are presented. Discussion and conclusions. The novelty of this research lies in the combination of theoretical (philosophical ideas of I.A. Ilyin) and practical (long-term practice of organizing students' design and research work) approaches, which allows solving educational problems within the framework of humanitarian education. The concept of creative doing allows you to combine a personal approach with domestic traditions and public good.

학교예술교육 활성화 계획에서 음악교육 정책의 변화

The purpose of this study was to examine the process of policy changing in the Department of Music in the School Arts Education Promotion Plan, a document issued by th Ministry of Education from 2011 to 2020, and to find problems and improvements. As a Result, until 2015, the focus was mainly on quantitative growth by increasing th number and amount of schools supported, but after 2016, qualitative growth such as music programs, student satisfaction, and teacher education was pursued. Background of the initial policy began with the cultivation of personality for social requirement, then shifted to the student’s artistic value recognition. It expanded from the center of the orchestra to the musical, theater, art club, and art school. On the mid-term, the accumulated music and arts infrastructure was used to record musical development and established a system for business consulting. After the policy review, problems of mixed support for new and self-sustaining schools, consumer-focused music education, and musical instrument-biased support appeared. In order to improve these, it was confirmed that long-term planning and budgeting, support for various music areas, and mutual efforts of the Ministry of Education and the teacher group for music programs were necessary.

Alteration on Music Education Policy in School Art Education Promotion

Alteration on Music Education Policy in School Art Education Promotion

Alteration on Music Education Policy in School Art Education Promotion

Alteration on Music Education Policy in School Art Education Promotion

An Analysis on the Educational Views and Issues of Architecture in School Art Education

An Analysis on the Educational Views and Issues of Architecture in School Art Education

Issues and Challenges of School Art Education as a School Subject for Future Society

Issues and Challenges of School Art Education as a School Subject for Future Society

Is there a transnational trend of “nudging” away from the arts? How the selection device works in the European–Swedish context

This paper explores the declining trend of fine arts education in secondary schools. We examine mechanisms that may explain this phenomenon on structural levels of policymaking and policy implementation in different areas of the education system. What will be defined as the “selection device” refers to the structurally determined selection of educational content at various policy levels of society. We argue that the choices politicians, principals, students, and parents make are regulated by “nudging” as an underlying principle of the selective device. By presenting students with “rational choice” alternatives, they are gently pressuring them away from selecting arts courses. This redirection is discursively conveyed by schools, but systematically governed by national and international guidelines in which the fine arts have a relatively low status. The declining legitimacy of arts subjects in secondary education can thus be seen as an outcome of policies embedded in the education system. By manipulating the features of the selection device, the transnational movement of the New Right exerts control over educational policy.

Nilai Karakter dalam Karya Seni Batik Ngawi Sebagai Muatan Pendidikan Seni Rupa di Sekolah Dasar

The purpose of this study was to describe the character values in the batik art work with Ngawi's distinctive historical and natural motifs as a content of art education in elementary schools. This study uses a descriptive qualitative research method with a hermeneutic approach. The subjects in the study were Ngawi batik craftsmen. The data collection techniques used were interviews, observation, and documentation of the batik craftsmen and the resulting batik motifs. The data analysis technique used the interactive model analysis technique of Miles and Huberman. The results showed that the character values contained in the phytecanthropus erectus motif were religious, hard work, creative, love for the country, and communicative. The character values contained in the teak tree motif were religious, tolerance, discipline, hard work, creative, independent, communicative, peace-loving, and responsibility. The character values contained in the rice plant motif were religious, disciplined, hard work, national spirit, love for the country, respect for achievement, and communicative.

In-line embroidery technique for creative development and motor applicable in high school art education classes

Artistic education is composed of several techniques that lead to the development of logical thinking, creativity and motor coordination. The aim of this work is to describe an in-line embroidery technique for creative development and motor applicable in high school art education classes. The method described will be free embroidery – images, a technique that uses fabric, needle and threads, as well as images. The use of the technique of free embroidery – Images described may be able to provide high school students with a greater development in the capacities of concentration (focus, attention), motricity and creativity. The technique of respecting the individual in his individuality of learning and ludicity also seems to influence the increase of these capacities. The described technique can be quietly adapted to different regions, as happens in Brazil, a country of continental dimensions and unprecedented diversity.

Develop the creative skills of future teachers using the knowledge of art design

Solving the issue of using art as an effective way of self-exploration and creative self-development is one of the important tasks of modern pedagogy. Arts occupy a special place among the leading components of educational strategy. Under the conditions of general education, art is the only area in which the emotional and moral development of a growing person and his introduction to the highest spiritual values of his people and humanity can take place in a natural way. The purpose of this article is to show the need to create an art-pedagogical space as an innovative environment for the creative development offuture teachers, using the knowledge of ART design and professional training of students of pedagogical universities. In this regard, the work pays special attention to the personality of the future teacher, expanding the boundaries of his professional competence, his humanitarian and professional pedagogical position, and motivation to use the possibilities of art in professional activities.This can be through the creation of new master's programs, in particular, the training of highly professional specialists in the field of art pedagogy under the master's program "Art Pedagogy". The article deals with the issues of the influence of art and artistic culture on the sensually-emotional sphere and the spiritual world of the individual; the state of art education in general education schools; implementation of innovative activities in higher pedagogical education through the art-pedagogical approach; professional training of teachers working with art pedagogy technologies; requirements for the personality of the teacher,his professional and pedagogical position; fundamental scientific and practical training of masters.

Art Education in Nigerian Secondary Schools: A Case Study of Osun State

Art Education in Nigerian Secondary Schools: A Case Study of Osun State

Developing an Art Language Teaching Module to Increase Mastery of Non-Art Teachers Option in Form One

This study aims to build a Visual Arts Language Module (BSV) for non-optional Visual Arts Education teachers who teach in form one. This study applies the model design adapted by Module Sidek (2001) and Model Dick and Reiser (1989) as the main platform. The case study involved 3 respondents who are not secondary school art education options around Kota Bharu who have been selected to identify teaching and facilitation problems as well as the needs of the BSV Module in Visual Arts Language. Meanwhile, the sample limit of 30 students from the same 3 schools is involved in the implementation of this BSV module. The effectiveness of the BSV Module as a teaching and facilitating material is analyzed and measured qualitatively between teachers and students through questionnaires, observations and interviews especially those that are emotional, motivational, and empathic (understanding others) related to people, certain groups or natural conditions (Chua, 2006). While quantitative methods using pre and post tests are carried out to prove that student achievement is more significant in the assessment of Classroom Mastery Level (TP) and comprehension test (formatic) compared to achievement before the use of Module BSV.

Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach

In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.