Art School Research Articles

Julia Keiner’s Universalism and the Question of Israeli style

Abstract The existence, or lack thereof, of a distinguishable Israeli style remains a central question in the historiography of Israeli art and design. This a examines tensions produced by this debate between the 1940s and 1960s—a formative period of Israeli nation-building—as manifested in the design and pedagogical ideology of handweaver Julia Keiner (1900–1992), who immigrated to Mandatory Palestine from Germany in 1936 and founded the textile department at the New Bezalel School of Art and Craft. I argue that, for Keiner, good design was based on objective, universal principles stemming from the interrelation of process and material, as well as the objective laws of nature. However, her work was ineluctably entangled with this search for a distinctly Hebrew or Israeli style. This essay shows how each of the textile department’s two fields of training—weaving and embroidery—reflected tensions between Keiner’s universalist approach and local efforts to establish such a national style.

Exploration of Art Curriculum Teaching in Universities from the Perspective of Bashu Culture

It is necessary to integrate regional cultural characteristics into school art courses. This article explores the university art curriculum system under the visual perspective of Bashu culture. Elaborate on the three-dimensional objectives, course content, design principles, and evaluation models of the course, and inherit regional culture through new educational methods to enhance the confidence of college students in ethnic culture. Explore the design of art courses with regional culture, stimulate students’ creative thinking, and enable them to flexibly use various expressions in the process of deepening their understanding of art to permanently inherit China’s unique regional culture and art.

Are chimpanzees futurists? Effects of motion lines and motion blur on the judgments of global motion direction in chimpanzees (Pan troglodytes).

Based on the invention and development of photography and movie in the 19th century, schools of contemporary art, such as Futurism, have emerged that express the dynamism of motion in painting. Painting techniques such as multiple stroboscopic images, motion blur, and motion lines are culturally based, but the biological basis of their perception has also been intensively investigated recently. Then what are the evolutionary origins of such pictorial representations of motion? Do nonhuman animals also have sensitivity to such representations? To address this question, we examined the effects of motion blur and motion lines on the judgments of global motion directions in chimpanzees. The results showed that the motion lines biased the chimpanzees' judgments toward the direction of motion implied by them, whereas the effect of the motion blur was either absent or weak (Experiment 1). In Experiment 2, we manipulated the length and number of motion lines to examine the effect of "speed" and "distance" in addition to the motion direction implied by the motion lines. The results showed that the effect of motion lines became stronger as the length and the number of lines increased within a specific range. These results indicate that the motion lines also imply the direction of motion in chimpanzees and provide a clue to the evolutionary basis for the pictorial representations of motion. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

POLICE EFFORTS IN HANDLING THE CONFLICT BETWEEN THE LOYAL HEART OF TERATE BROTHERHOOD SILAT COLLEGE AND THE FAITHFUL BROTHERHOOD OF WINONGO IN THE JURISDICTION OF THE MADIUN POLICE

The Pencak Silat Pencak Silat Brotherhood of Setia Hati Terate and Brotherhood of Setia Hati Winongo in Madiun are in the spotlight because of the conflict that occurred between the two organizations. This conflict raises various security problems in the region. The police's efforts to overcome this conflict were carried out using various strategies, such as a persuasive approach, dialogue and firm action against perpetrators of violence. This research aims to get an overview of the punishment given to members of martial arts schools in Indonesia in general and at large. This research uses empirical methods, or legal research which focuses on how cases will be handled, based on legal provisions or statutory regulations, and then connected to facts or realities that actually occur in society regarding the mitigation efforts that have been carried out by the Madiun Police. The results of this research show the inability of individual members of the silat college to understand the goals and teachings of the Pesilat college, in this case they do not understand and practice the Noble Principles and do not apply the teachings, rules and goals that a silat should have.

Epistemologies and Aesthetics of Curriculum, Pedagogical Praxis and Assessment in the Visual Arts: A Comparative Analysis of the International Baccalaureate Diploma Programme and the New South Wales Stage 6 Visual Arts Syllabus

AbstractWe compare epistemologies and aesthetics in the International Baccalaureate Diploma Programme and the Australian New South Wales Stage 6 Visual Arts Syllabus, focusing on curriculum content, pedagogical praxis, and assessment strategies. Both curricula feature making, reflexivity, and critique. International Baccalaureate components are Exhibition, the Process Portfolio, and the Comparative Study. In New South Wales Visual Arts they are the Body of Work and Visual Diary. Issues are the teacher as curriculum; uneven resources; shifting contexts and formulating standardized expectations. In both, qualitative assessment and examination are achieved via articulating criteria and levels of achievement, and examiner training. In International Baccalaureate, what counts as good work can vary in relation to Principal Examiner standards, particularities of context, pedagogy, and resources, with work ranging from sophisticated installations, to anime, to the school art style. In New South Wales Visual Art aesthetic conventions are reinforced because the system is less distributed than International Baccalaureate, where aesthetics become engrained, perpetuating conventions around what counts as good art. In spite of supervening assessment structures, teaching, learning, and assessment in visual arts education is always highly qualitative, unfolding, and rooted in the situated shifting conditions and ways of being in the world of each teacher, student, artwork, examiner, artist, and scholar.

Il piano di conservazione e gestione per le Scuole Nazionali d’Arte di Cuba. Un contributo al percorso di candidatura alla WHL.


 This paper contributes to the ongoing debate on methods and tools for the preservation and management of architectural heritage, and presents the Conservation Management Plan developed between 2018 and 2020 for the National Schools of Arts of Havana. The authors focus on the GIS based tools created to manage information collected by the different work groups who contributed to the drafting of the Plan. The outcome is an articulated and flexible system which aims to describe the complexity of the schools, as well as to actively involve interested actors in order to share cultural values, operational needs and priorities of intervention. Indeed, the objective of a Conservation Management Plan is to clarify the significance of a place, and define in which ways such significance will be maintained in future transformations. The GIS developed for the National Art Schools enabled to archive, systematize, and analyze data according to the double-scale approach which characterized the entire research (the territorial and the architectural one), thus becoming an essential tool for the implementation of the CMP.

Secondary School Students’ Response to Learning the Concept of Destruction and Transformation of an Artwork into Another Artwork in the Visual Arts Class

This empirical study aimed to introduce the concept of destruction and transformation into secondary school art education as a potential way of incorporating conceptual and contemporary artistic practices. Experts have highlighted the absence of such content in art education, emphasising the responsibility of teachers to integrate it into the learning process thoughtfully. To encourage students to engage in profound thinking about destruction and internalise the essence of conceptual art through practical experiences, we conducted a study at a Ljubljana secondary school. Here, students created their initial artwork (ready- made), a prerequisite for its subsequent destruction and transformation into a new artwork. We included two first-year classes, exploring 1) their response to the presented artworks aligned with the researched concept, 2) their attitude towards destroying and transforming their initial art- work, and 3) their response to the concept of destruction and transformation through their creative practice. Over four school hours, we gathered data through both qualitative and quantitative research techniques. The results showed that in-depth discussions of conceptual foundations led to a predominantly positive student attitude towards contemporary artworks. They not only understood but also internalised the essence of these artworks, which was vividly reflected in their practical artistic expressions. In conclusion, the study effectively introduced the concept of destruction and transformation into secondary school art education, promoting a deeper understanding of contemporary art among students while cultivating their creative and critical thinking skills.

A mixed methods systematic review on the effects of arts interventions for children and young people at-risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes: A systematic review.

Young people who enter the justice system experience complex health and social needs, and offending behaviour is increasingly recognised as a public health problem. Arts interventions can be used with the aim of preventing or reducing offending or reoffending. 1. To evaluate evidence on the effectiveness and impact of arts interventions on keeping children and young people safe from involvement in violence and crime. 2. To explore factors impacting the implementation of arts interventions, and barriers and facilitators to participation and achievement of intended outcomes. 3. To develop a logic model of the processes by which arts interventions might work in preventing offending behaviours. We searched AMED, Academic Search Complete; APA PsycInfo; CINAHL Plus; ERIC; SocIndex; SportDiscus, Medline, CENTRAL, Web of Science, Scopus, PTSDPubs and Performing Arts Periodicals Database, Sage, the US National Criminal Justice Reference Service, the Global Policing and British Library EThOS databases, and the National Police Library from inception to January 2023 without language restrictions. We included randomised and non-randomised controlled trials and quasi-experimental study designs. We included qualitative studies conducted alongside intervention trials investigating experiences and perceptions of participants, and offering insight into the barriers and facilitators to delivering and receiving arts interventions. We included qualitative and mixed methods studies focused on delivery of arts interventions. We included studies from any global setting. We included studies with CYP (8-25 years) who were identified as at-risk of offending behaviour (secondary populations) or already in the criminal justice system (tertiary populations). We included studies of interventions involving arts participation as an intervention on its own or alongside other interventions. Primary outcomes were: (i) offending behaviour and (ii) anti-pro-social behaviours. Secondary outcomes were: participation/attendance at arts interventions, educational attainment, school attendance and engagement and exclusions, workplace engagement, wellbeing, costs and associated economic outcomes and adverse events. We included 43 studies (3 quantitative, 38 qualitative and 2 mixed methods). We used standard methodological procedures expected by The Campbell Collaboration. We used GRADE and GRADE CERQual to assess the certainty of and confidence in the evidence for quantitative and qualitative data respectively. We found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at-risk of or who have offended for any outcome. Qualitative evidence suggested that arts interventions may lead to positive emotions, the development of a sense of self, successful engagement in creative practices, and development of positive personal relationships. Arts interventions may need accessible and flexible delivery and are likely to be engaging if they have support from staff, family and community members, are delivered by professional artists, involve culturally relevant activity, a youth focus, regularity and a sustainable strategy. We found limited evidence that a lack of advocacy, low funding, insufficient wider support from key personnel in adjacent services could act as barriers to success. Methodological limitations resulted in a judgement of very low confidence in these findings. We found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at-risk of offending or who have offended for any outcome. We report very low confidence about the evidence for understanding the processes influencing the successful design and delivery of arts interventions in this population of CYP and their impact on behavioural, psychosocial, cognitive and offending outcomes.

The study of the difference in Elementary School Art Education curriculum between China and the United States

Primary school art education is a key component of the primary education system. The idea of key competence, in the hope of fully developing students’ ability in art, is seen as an important concept in China. The following study examines the curriculum of China and America on primary art education from three sections: frameworks, aims, and teaching methods. The study aims to demonstrate a thorough investigation of education in both countries, discovering the advantages of both countries to provide suggestions that elevate the quality of art education based n curriculum.

In Conversation with Olivier Marboeuf

Olivier Marboeuf is a writer, performer, independent curator and film producer of Caribbean origin. He founded the independent art centre Espace Khiasma, which he ran from 2004 to 2018, in Les Lilas on the outskirts of Paris. At Khiasma, he developed a program addressing minority representation through exhibitions, screenings, debates, performances and collaborative projects across the North-East of Paris. He is an educator and has taught visual arts in several European Fine Art schools. He is a member of the cinema and performance collective ‘The Living and The Dead Ensemble’ and recently presented, as an artist, the first part of his sonic collective project ‘The Museum of Breath’ in the context of the Berlin Biennale 12. He currently produces films within Spectre Productions, a production company he founded in 2013 in Rennes (France). In 2022, Marboeuf published the collection of essays, “Suites décoloniales: s’enfuir de la plantation” (Decolonial Suites: Fleeing from the Plantation) as well as the poetry book “Les matières de la nuit” (Matters of the Night) (both published by Éditions du commun, Rennes, France). In 2023, two new books will be published: L’emeutier et la sorcière’ (The Rioter and the Witch) in French and Vers un cinéma déparlant (une hypothèse caraïbe) (Towards a De-speaking Cinema: A Caribbean Hypothesis) in French, English, German and Spanish. Many of his texts are available to read on his blog, Toujours Debout.

Assessing Research Productivity and Quality Across Disciplines in the School of Arts and Sciences at the Lebanese American University

The academic performance of faculty members, as reflected by their research productivity and quality, is a crucial factor in determining aninstitution’s reputation and ranking. However, research productivity varies across academic disciplines and is influenced by multiple factors. In this study we investigate the impact of the academic discipline on research productivity and quality among faculty members in the School of Arts and Sciences at the Lebanese American University, and explore potential factors that could affect their research productivity. We measure research productivity and quality using indicators such as publication count, publication pattern preferences, and average number of citations per publication. Additionally, we assess the effects of individual, institutional and occasional factors on research productivity through a questionnaire distributed to faculty members. Our findings indicate that faculty members in hard disciplines tend to be more productive and have more cited works than their counterparts in soft disciplines, but both groups target top journals at similar rates. Furthermore, international collaboration is a significant predictor of advanced research productivity in hard disciplines. Additionally, both groups agree that teaching loads can limit the time available for research and that the research funding and equipment should be improved. Finally, we note the COVID-19 lockdown and the economic crisis in Lebanon have decreased research activity among faculty members in hard disciplines.

Research on the Design Application of Cantonese Opera Art in Primary School from the CTML: An Example of Guangzhou Huadu Qixing

With the progress of the times and social changes, more and more people are realizing the necessity of inheriting intangible cultural heritage and their contribution to the content of school art education. This study aims to explore the integration and development of the design and application of Cantonese opera art in primary school art education. Drawing on the cognitive framework of American psychologist Richard Mayer's multimedia learning theory, this study takes Guangzhou Huadu Qixing Primary School as the research object and conducts pilot teaching in the form of extracurricular activities recruited by art interest groups. Empirical research is conducted through questionnaires and participatory observation methods. Research has shown that integrating Cantonese opera art into primary school art classrooms not only enhances students' sense of identification and pride in traditional culture, but also enhances their creativity in applying Cantonese opera art design. During the experimental teaching process, it was found that the current integration and development of Cantonese opera art through art education is still weak, due to insufficient protection of school art teaching resources and a serious lack of school art teachers. Therefore, optimization strategies for experimental teaching are proposed: firstly, to strengthen the promotion of school culture and resource sharing with local art museums; secondly, to adopt diverse teaching methods to increase students' interest in learning Cantonese opera; and third, to build excellent teacher training for Cantonese opera art.

An analysis of the english phoneme /f/ produced by mongolian students using the spectrogram praat method (A case study of the intermediate level students at the School of Arts and Sciences, NUM)

An analysis of the english phoneme /f/ produced by mongolian students using the spectrogram praat method (A case study of the intermediate level students at the School of Arts and Sciences, NUM)

Investigating EFL Moroccan University Students’ Level of Intercultural Communication Competence: School of Arts and Humanities Meknes, Morocco.

The purpose of the present study was to investigate EFL Moroccan university students’ level of intercultural communication competence (ICC), which is the ability to communicate effectively across cultural interactions, given its importance in the English language teaching (ELT) field especially for graduates. In order to do so, a multi-sectioned questionnaire based on the three-level ICC model proposed by Byram (1997) was administered to a total of 30 conveniently selected EFL Moroccan university students, belonging to the sixth semester of the English major, in Moulay Smail University of Arts and Human Sciences. The questionnaire was designed to tackle students’ ICC knowledge, attitudes, and skills regarding their culture as well as other cultures all in hopes to discover their level of ICC and their readiness to utilize it successfully after graduation. The results revealed that the students possess enough knowledge of their culture as well as the surface-level and deep-level elements of other cultures. Moreover, the respondents displayed positive attitudes of acceptance, openness, appreciation, and respect showing no sign of ethnocentrism or negativity. The students also proved to be skillful when it comes to carrying out intercultural interactions with people from other cultures successfully.

El desarrollo de la connotación del espíritu estético del arte moderno chino

Abstract: This study analyzed the historical background of Chinese art thought in the early 20th century, the idea of “integration of China and the West”, and the painters and their works that have had a significant impact on it. By studying the trend of Chinese art popularization and its impact on student education in art schools, it revealed the impact of the changes in Chinese art thought in the early 20th century on modern art thought. At the beginning of the 20th century, the evolution of Chinese art thought underwent a reform of art thought. It has influenced many painters’ creative spirit and techniques , and has influenced the development of modern Chinese art thought. The research into the early 20th-century evolution of Chinese art thought reveals a pivotal era of diversification in aesthetic values and ideas among various artists, propelling Chinese art into a vibrant period of flourishing styles and philosophies.

Проблема художника в «итальянской прозе» А. Н. Майкова («Пикник во Флоренции») и в романе И. А. Гончарова «Обрыв»

The Maykov literary and artistic salon played a significant role in shaping the aesthetics of Ivan Goncharov, with some members sharing the writer’s creative attitudes towards the contemporary historical and literary process. One of the influential figures was Apollon Maykov. During the 1840s, a time when Russian literature was at an “aesthetic crossroads,” the poet travelled to Italy. His stay in this country resulted in the essay “Picnic in Florence” (1848) where the poet, art critic, and former artist, addresses important problems of verbal and visual art. At the same time, Ivan Goncharov, Maykov’s teacher and a close friend of his family, begins to write a novel “The Artist” (“The Precipice” 1869). In their critical works on painting, both Goncharov and Maykov discussed the two fundamental schools of Italian and Flemish art, which together create a comprehensive depiction of life and embody a holistic approach to art. The main characters in Goncharov’s and Maykov’s texts are remarkably alike, characterized by their innate talent for transforming reality into poetic visual representations. The proximity of Goncharov’s Raisky to Maykov’s Gorunin and Tarneev images highlights their shared commitment to the fundamental principles of modern art: a meticulous portrayal of everyday existence and a celebration of the beauty inherent in the ordinary. These postulates allowed Goncharov and Maykov to achieve a creative synthesis of the “high” and the “every-day,” a central aspect of their aesthetic stance.

数字化转型背景下优秀传统文化融入高校动漫教育实践研究——以南京传媒学院动画与数字艺术学院为例

数字化转型背景下优秀传统文化融入高校动漫教育实践研究——以南京传媒学院动画与数字艺术学院为例

Success Stories of Top Performers in Teacher Education and Liberal Arts

This study was conducted to describe the journey of topnotchers from a private Catholic higher education institution in Tuguegarao City. Employing a phenomenological study approach, this study explored the lived experiences of the four topnotchers from the School of Education, Criminology, Arts, and Psychology between 2013 and 2023. Using thematic analysis to analyze the answers of the top notchers to the validated semi-structured interview questionnaire, several key factors that contributed to their success in achieving top placements in the board examinations were revealed. These factors were strong institutional support, effective teacher mentorship, good personal characteristics, a supportive family, peer support, and strategic personal interventions. These emphasize how important it is to have a solid support system inside and outside the school setting. Based on these results, the study offers various recommendations for the institution to enhance further its support for those students who are determined to succeed. These include strengthening academic and emotional support strategies from the school, family members, and peers. Moreover, it is important to invest in faculty development, enrich library resources, and intensify board exam review courses to incorporate meaningful learning experiences and test the effectiveness of a certain practice. Additionally, assessing students’ study routines to improve effective study habits and leveraging more top-notch testimonies for promotional purposes to attract more enrollees. These could serve as a source of inspiration for students and a means of enhancing the school’s standing as a producer of high scorers on board exams. Therefore, this study encourages students to pass and ace the board examinations.

مختبر مادّة التربية التّشكيليّة فضاء للتّدريس والتّجريب ومطيّة للتّواصل والإبداع في المدارس التونسية

The paper aims to highlight the problem of the space of teaching the subject of plastic arts in Tunisian schools and its engineering structure. In addition, it intends to identify differences between technical practices at the applied stage based on several variables related to the Learning workshop and to explore possible answers to the whole range of questions associated with research. Besides it tries to discover the different teaching and learning methodology based on the study space variable and the study share laboratory space which provided research comparison through the observation and corresponding mechanism during field visits and defined the features of the space dedicated to the exercise of a formative activity. The results of the research revealed the inadequacy of applied technical practice in the plastic arts when associated with the school’s traditional space and classroom for success and creative take-off when changing the features of the learning space to match the laboratory’s specifications. The research underscored the importance of changing the school’s engineering and technical specialty hall to become a predominant, capable of accommodating experimental exploratory curriculum stages in plastic activity from observation and mediation to experimentation and retraining.

CHALLENGES IN TEACHING THE MUSIC COMPONENT OF CREATIVE ARTS AND DESIGN IN JUNIOR HIGH SCHOOLS IN KWABRE SOUTH DISTRICT OF ASHANTI REGION, GHANA

The study aimed to evaluate the instruction of Music as a component of Creative Art and Design in Junior High Schools within the Kwabre South District of the Ashanti Region. Utilizing a descriptive survey research design, the study focused on a target population of 16 teachers from Junior High Schools in the district. Data were collected primarily through semistructured interviews. Findings revealed that most teachers responsible for Creative Arts instruction at this level possess degrees in fields other than Music, which has impacted their effectiveness in teaching the subject. The main challenges identified in teaching Music and Dance include a lack of teaching instruments, teachers' negative attitudes towards the subject, and the absence of textbooks. The study recommended conducting workshops for Creative Art and Design teachers, with a particular emphasis on Music and Dance, to better equip them to teach and prepare students for the Creative and Design curriculum, now an examinable subject in basic schools.