Art Teachers Research Articles

Exploring Visiting Artists' Dual Roles and Constraints in Art Educational Programmes

AbstractThis article investigated the multifaceted role of artists in educational programmes, focusing on the challenges they face while balancing their identity as artist‐teacher, artist teacher, artist‐educator, and artist educator. This research was conducted in two phases. Phase one interrogated the effectiveness of artists taking on dual roles as both artists and educators/teachers within international and New Zealand's educational programmes. This phase advocated for artists to embrace their original role as artists without the additional burdens of other roles. Moving to phase two, this research employed the method of document analysis to investigate the historical and current engagement of artists in students' museum education within the context of New Zealand. Historically, artists were considered as art technicians with no direct involvement in art teaching or creation. Although the current LEOTC and ELC programmes in New Zealand value artists' contributions to art education, they do not indicate artists' involvement in these two programmes. Drawing from the findings of phase one and two, the study proposed a novel model that emphasises the integration of three elements: learning environment (art museum), people (artists), and objects (artworks). This model suggested that the combined action of these three elements could lead to a transformation from teacher‐led teaching to student‐centred learning in art education. Such a transition held the potential to enrich students' educational experience through collaborative efforts between artists, museum educators, and schoolteachers, and also enhance students' interdisciplinary learning experiences.

The Predictive Roles of Arts Teachers’ Professional Quality and Creative Style Orientation on Their Professional Development

Background: The field of education is witnessing an increasing recognition of the pivotal roles played by arts teachers in fostering creativity and shaping students' learning experiences. Within this context, understanding the predictive factors influencing arts teachers' professional development is crucial for educational enhancement. Objective: This study aims to explore the predictive relationships between arts teachers' professional quality, creative style orientation, and their subsequent professional development. By delving into these aspects, the research seeks to provide valuable insights into the dynamics influencing the growth and progression of arts educators. Method: A comprehensive research methodology involving surveys and assessments was employed to gather data from a diverse sample of arts teachers. Measures of professional quality and creative style orientation were utilized, and their correlation with subsequent professional development outcomes was analyzed. Results: The findings reveal significant correlations between arts teachers' professional quality, creative style orientation, and the trajectory of their professional development. A nuanced understanding of how these factors interplay contributes to a more holistic view of the dynamics shaping the career advancement of arts educators. Conclusion: In conclusion, this study underscores the importance of arts teachers' professional quality and creative style orientation as predictive indicators of their professional development. The insights derived from this research can inform targeted interventions and support systems aimed at enhancing the overall effectiveness and job satisfaction of arts educators.

Analysis of The Need for Applied Science Teaching Materials in Chemical Materials in Vocational School, Department of Culinary, Tangerang District

This study aims to explain the need for teaching materials in the culinary arts vocational school which will be developed using the 4S TMD method. This research is based on the problem of not integrating chemistry subjects in supporting vocational subjects with culinary skills competence. So there are no teaching materials that are relevant to the competence of culinary expertise. The data collection instrument used was the relevance format between chemical content and vocational content. This type of research is descriptive with a qualitative approach. The subjects in this study were two lecturers of chemistry education, two teachers of applied science, and three teachers of productive culinary arts who acted as validators. The results of this study became the basis for researchers in developing chemistry books using the 4S TMD method on applied science teaching materials for chemistry relevant to vocational skills in culinary skills.

Formation of intercultural competence of future music teachers

The international standards of higher education establish a wide range of competencies for graduates from artistic pedagogical institutions. Art education, as defined in normative concepts, aims to cultivate in future teachers personal and value-based attitudes toward reality and art, fostering their abilities for self-fulfillment, spiritual self-improvement, and intercultural competence. Intercultural competence, described in contemporary scientific literature from various perspectives, is depicted as a dynamic and integrated quality within an individual. It encompasses a meaningful worldview, communication practices, and productive conduct within a multicultural society. The purpose of this academic paper is to identify the factors and characteristics involved in shaping the intercultural components of competence among future music teachers. Through the research findings, the most significant theoretical aspects concerning the development of intercultural competence among future art teachers have been delineated. The components of intercultural skills have been systematically organized, and trends in the advancement of these skills within the educational milieu have been outlined. Drawing upon an analysis of effective curriculum content, this academic paper outlines the key types of skills necessary for education seekers. These skills play a pivotal role in guiding educational activities within artistic pedagogical institutions, fostering intercultural competencies, and nurturing the socio-cultural competence of aspiring music teachers.

Meninio ugdymo galimybės įgyvendinant įtraukųjį ugdymą: mokytojų mokymosi patirtys tarptautiniame kontekste

The article analyzes the relevance of arts education and teachers’ professional development while implementing inclusive education. The background for this article is an evaluation of an international in-service teachers’ training program focusing on inclusive arts education. This study aims to investigate what inclusive education means to arts teachers and reveal their learning experiences in the international training program “Inclusive Arts Education”. The qualitative research was conducted using the focus group method with international training program participants from three different European countries (Finland, Austria and Lithuania). The study involved 25 participants: 7 from Finland, 7 from Austria and 11 from Lithuania. The research has shown that in each country arts teachers work in different national and educational contexts but face quite similar challenges of inclusive education. The success of inclusive art education mainly depends on the teacher’s professional abilities and attitude towards inclusion, as well as the creation of a favourable educational atmosphere and positive relationships with students in the educational process. The experience of the research participants highlighted their attitudes to the content and organization of international training, which will help to develop continuing education programs for arts teachers’ preparation for inclusive arts education.

Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies

ABSTRACT Classroom discussions of social issues, ranging from gun violence and climate change to race and gender identity, have become risky and politicised, dividing parents and educators along ideological lines and leading to censorship. Journalistic teaching and learning in secondary school English classes present one viable solution. However, few professional development opportunities exist to support teachers who lack formal professional or scholastic journalism training to integrate journalistic practices and disciplinary lens into general English language arts classrooms. This study explores teacher experiences and perspectives on student learning building on an innovative professional development and classroom curriculum. Results demonstrate strong evidence for the scalability of this networked learning professional development approach and for the teacher-generated innovations that enhanced student experiences. Teachers perceived substantial improvements in students’ core skills in journalistic learning, such as evaluating bias and credibility of sources, conducting interviews with community members, and writing. Results illustrate a timely and impactful approach to training English language arts teachers in a student-driven, culturally relevant, and practical approach to writing instruction.

Lagrange-enhanced GRA framework for probabilistic simplified neutrosophic multiple-attributes decision-making and applications to painting teaching quality evaluation

Universities are important talent training bases in China and the main driving force for achieving the strategic layout of “revitalizing the country through science and education” and “strengthening the country through talent". Oil painting is a global art with rich humanistic and artistic value. Most art colleges in China have set up oil painting courses. Analyze the current situation and value of oil painting course teaching in local art (teacher training) majors, and leverage the educational role of oil painting courses by enriching course offerings, emphasizing the integration of humanistic innovation, improving teacher literacy, and striving to further improve the quality and efficiency of oil painting course teaching. The quality evaluation of oil painting teaching in universities is viewed as multiple-attribute decision-making (MADM). The grey relational analysis (GRA) is a useful tool to cope with the MADM issue. The probabilistic simplified Neutrosophic set (PSNSs) is easy to characterize uncertain information during the quality evaluation of oil painting teaching in universities. In this paper, in order to obtain the weight information, an optimization model implemented to obtain a simple and exact formula which can be employed to derive the attribute weights values based on the Lagrange function and the probabilistic simplified neutrosophic number grey relational analysis (PSNN-GRA) technique is implemented for MADM to rank the alternatives. Finally, a numerical example for quality evaluation of oil painting teaching in universities is used to verify the practicability of the PSNN-GRA technique and compares it with other techniques.

THE ROLE OF SELECTIVE EDUCATIONAL COMPONENTS OF THE PROFESSIONAL DIRECTION IN THE TRAINING OF THE FUTURE TEACHER OF MUSIC ART FOR THE FORMATION OF NATIONAL SELF-AWARENESS OF PUPILS

The research focuses on the role of selective educational components of the professional direction in the training of the future teacher of music art for the formation of national self-awareness of pupils. It has been found that today the problem of forming national self-awareness goes into the plane of the feeling of inner freedom of a Ukrainian and the desire to defend the interests of the state in the political, economic and cultural sense directly, taking part in it, demonstrating the active position of a citizen, a patriot. It has been emphasized that the special responsibility for the education of the young generation is the charge of the teacher of music art, who is able to effectively form the national self-awareness of pupils by means of Ukrainian musical culture, influencing not only the intellectual, but also the emotional sphere of the personality. The role of the teacher of music art as a translator of the national cultural heritage of the people in the conditions of school practice becomes an important link in the formation of pupils’ national self-awareness. It is during this period of schooling that the pupil’s ability to self-assert own personality is formed, therefore it is very important that in the process of perceiving the best examples of Ukrainian opera music, they should be able to critically evaluate historical events, identify themselves with people-images, “try on” the roles embodied in the plot lines of works that force them to realize faith in their nation and pride in it in real life. The analysis of psychological-pedagogical literature provides grounds for determining the training of the future teacher of music art for the formation of the national self-awareness of pupils by means of selective educational components of the professional direction as an integral process that includes a persistent desire for work, the presence of knowledge, abilities, skills related to the experience of cultural heritage of the Ukrainian people (songs, rituals, works of Ukrainian classical composers, etc.).

Phenomenon of Artistic and Performing Emotiveness of Future Piano Teachers

The article reveals the phenomenology of emotionality of future piano teachers. The relevance of the study of emotionality and emotiveness in the context of professional training of future teachers of musical art is substantiated. The importance of the study of emotiveness as a means of broadcasting the artistic and figurative content of musical works is determined. The purpose of the article is to summarize information about the interdependence of emotions, emotionality and emotiveness of future music teachers. The concept of "emotions", "emotionality", " emotiveness " was studied, the peculiarities of these definitions were determined in relation to the musical performance training of future teachers of musical art and their further professional activities. It is determined that unlike emotionality, which is a psychological phenomenon, emotiveness is a linguistic category. During the performance of musical performance by both the teacher of musical art and students, emotiveness and emotionality are in an inseparable unity, because musical art is impossible without emotional perception and performance, and work on a musical piece requires the use of emotionality. It has been established that emotionality is one of the aspects of emotional intelligence. The model of emotional intelligence is presented. The phenomenon of emotionality is necessary for the verbal interpretation of the artistic and figurative load of a musical work. The artistic performance presentation of a musical piece by a piano teacher lays the foundation for the student's understanding of the emotional and figurative content of the piece. The teacher must organize the students' verbal and non-verbal communication with the musical piece in an appropriate and accessible form. And this form has signs of emotiveness. emotiveness makes it possible to convey the symbolic language of music through the interpretation of artistic representations as a result of artistic perception through the verbal artistic and pedagogical interpretation of a musical work.

Use and Influence of Technological Gadgets on Students’ Performance in Art Production

Despite the opportunities afforded art teachers in the use of technology today, many of them avoid these opportunities; either because they are not interested or they prefer the traditional way of teaching or they lack the know-how to use them. A cursory look at our Art institutions and Departments in Nigeria today reveals that there is need to overhaul the training methods and facilities in the system to meet global standard and technology-driven society of our time. This paper discusses the place of technology in Art pedagogy; looking at studio practice and theory, its influence on art production and sustainability in the future. The purpose of the study is to evaluate the quality of computer gadget-aided paintings and those made from real objects among selected students in tertiary institutions. Methodology adopted includes literary review, survey and practical experiments. The paper points to the fact that the role of technology cannot be over-emphasized in art teaching and learning, exhibition and sale, recording, preservation, as well as documentation and archiving of art experiences. It is recommended that teachers of Art must be abreast with modern techniques in teaching in a dynamic and technology-driven world of today.

THE ROLE OF ART TEACHERS IN DEVELOPING INTERPERSONAL INTELLIGENCE OF JUNIOR SECONDARY STUDENTS IN SRI LANKA

This study was conducted with the main objective of examining the role of art teachers in developing interpersonal intelligence in today's school education. For that, the opportunities in the subject of art and the problems faced by teachers in developing interpersonal intelligence were kept as specific objectives. Survey design was used to study this research. 60 art teachers were selected using simple random sampling technique. A questionnaire was used for data collection. Data analyzed using quantitative methods. It was revealed that there are enough opportunities to develop the interpersonal model in the art subject. It was clear that activities related to pair group activities have been included in the learning and teaching process. But it was also revealed that the development of interpersonal intelligence does not take place sufficiently in the classroom. According to these findings, it could be concluded that there are enough opportunities and activities for the development of interpersonal intelligence in the syllabus. Accordingly, it was concluded that the teacher's role in the development of interpersonal intelligence is not fulfilled properly. Suggestions were also made to mitigate this problem. To develop interpersonal intelligence, traditional teaching methods should be avoided and student-centered and practical teaching methods should be adopted. It was suggested that it is necessary to direct students to curricular as well as extra-curricular activities.

MUSICAL TRAINING ON TEACHING EFFECTIVENESS: INSIGHTS FROM NCHIRAA PRIMARY SCHOOLS

The study sought to investigate the status of music education within the creative arts curriculum, with a specific focus on Nchiraa primary schools in the Wenchi municipality of the Bono Region of Ghana. The primary aim was to investigate the factors contributing to the limited attention given to music instruction by teachers in Nchiraa primary schools within the performing arts strand of the creative arts curriculum. Drawing on the Music Theory Learning by Edwin Gordon, the research adopted a qualitative paradigm with a case study design. Four schools were included in the study, within the Nchiraa circuit, selecting two teachers from each school. Purposive sampling was used to select the two teachers from each school making eight participants for in-depth exploration. Data collection involved semi-structured interviews and observation, with thematic analysis employed for data interpretation. The findings revealed that while teachers in Nchiraa primary schools acknowledge the importance of music in the creative arts curriculum, they lack the expertise due to a lack of formal musical training. Recommendations include sensitising the Ghana Education Service (GES) to the need for teachers with appropriate competencies in creative arts education and establishing training opportunities for generalist teachers in creative arts in the various schools.

RISKS OF THE IMPLEMENTATION OF JOINT EDUCATIONAL BACHELOR PROGRAMS FOR FINE ARTS TEACHERS TRAINING IN RUSSIA AND CHINA

The article explores the problems and difficulties of introducing joint educational programs for training teachers of fine arts in Russia and China. One of the risks is the difference between the cultural and educational systems of the two countries, which can create difficulties for adaptation and mutual understanding. Another risk is the language barrier and lack of communication, which can be overcome through additional language training and cultural programs.

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.

Аналітичний огляд розвитку інноваційно-проєктної діяльності позашкільних мистецьких освітніх закладів України

In modern conditions of education development, extracurricular art institutions play a key role in the formation of creative abilities, creative thinking and general cultural development of children and youth. Innovation and project activity in such institutions is becoming increasingly important, as it contributes to attracting students to active creative work, developing their potential and preparing for future professional activities in the field of art. This article is devoted to the analysis of the current state of innovation and project activity in extracurricular art educational institutions of Ukraine. It examines the main trends, challenges and prospects for the development of this activity. The focus is on aspects such as the introduction of new technologies, the integration of various arts, cooperation with other educational and cultural institutions, as well as participation in international projects. Based on the analysis, conclusions can be drawn about the current state and prospects of innovation and project activities in extracurricular art educational institutions. In modern conditions, despite the martial law and the associated reduction in the number of extracurricular art educational institutions, teachers and insufficient funding, innovation and project activities are actively carried out in different regions of the state with the active support of society. The development and implementation of innovative projects is an important element in the development of art education, which contributes to improving its quality, attracting more students to active creative activity and preparing them for future professional activities in the field of art. Prospects for development include expanding cooperation with international partners, introducing the latest technologies, improving methods of organizing project activities and expanding sources of funding.

Teatro e educação: reflexões sobre ludicidade no quarto ano de uma escola municipal de Irecê

The article refers to a participant research carried out with the experience of initiation to teaching at PIBID. The investigation aimed to understand the contributions of recreational activities and theatrical games for the development of children in the fourth year of elementary school in a public school in the city of Irecê Bahia. The research work was carried out in the semester 2071.2 in the axis called by the school as “humanization cycle, and, integral and integrated formation” and took place in observations of art classes. The study continued with other observations and a semi-structured interview with the art teacher responsible for the mentioned class. The reports give an account of their playful practices applied in the classroom, and also analyze the work carried out in the assembly of the theater play Flicts by Ziraldo (1969), and, as the theater, theatrical games and performances provide clues to think about the appreciation of theater at school. The reflections provide clues for thinking about the children's development, based on the eloquence in the speeches, the body posture, the creativity in giving life to the character on stage, and especially the loss of shyness in theatrical construction when introducing his role. The class's growth was noticeable through theatrical games, especially by the student Pinocchio, who in the observations during some classes, was introspective with little interaction with his colleagues, however, the absence of one of the participants made the student offer himself to play the role, demonstrating great performance and involvement with the theatrical game. In writing, the option is to insert pseudonyms to identify the participants, safeguarding their identities. The theoretical contribution includes Barbosa (2012), Spolin (2008), Boal (1999), Slade (1978), Japiassu (2001), Kischimoto (1998), Brandão (1998), Freire (2014), Libâneo (2013) and Ludke; André, (1986).

Scientific approaches to the formation of auditory self-control skills of the future music art teacher in instrumental ensemble classes

Scientific approaches to the formation of auditory self-control skills of the future music art teacher in instrumental ensemble classes

Development Path of Teaching Method Innovation in Art Colleges and Universities under the Background of Internet

Abstract The informatization teaching method is a big challenge to the traditional form of teaching in art college education. This paper studies the construction of an informatization teaching method combining multimedia technology and multimodal media information retrieval technology. In view of the demand and development conception of teaching methods in art colleges and universities under the background of the Internet, it examines the willingness of teachers of art colleges and universities to teach informatization as well as the degree of satisfaction of their teaching ability. It optimizes the retrieval of learning resources based on the multi-category classification method of ELM classifiers and proposes an integrated mode of informatization teaching in art disciplines. According to the factors affecting the informatization teaching ability of art teachers, teaching design and teacher implementation are carried out in a case-by-case manner to analyze and summarize the program effects of the informatization teaching approach. The correlation coefficient between teachers’ willingness to adopt informative teaching methods and their satisfaction with their information teaching ability is 0.614, which is moderately correlated. After the implementation of the teaching program, the total score of the teacher’s informatization teaching ability reaches 80.052, which improves the level of informatization teaching compared to the level of informatization in pre-preparation. The informatization teaching method’s program design can enhance the teacher’s informatization teaching level, which can have an impact on the innovative development of the teaching method in art colleges and universities through practical experience.

Stages and Pedagogical Conditions for Forming Performance Phrasing Skills of Future Musical Art Teachers in the Process of Teaching Playing Wind Instruments

The article presents the justification of the step-by-step methodology of forming future musical art teachers’ culture of performing phrasing in the process of learning to play wind instruments. The problem of formation of the specified professional quality, which is considered as a segment of performance training that ensures the quality of the artistic-figurative disclosure of the meaning of a musical work, has been actualized. The essence and component structure of the culture of performing phrasing, which is made up of certain relevant performing skills, and the criteria for their assessment make it possible to classify three levels of their formation: high – “meaningful expressive phrasing”, medium – “aspiration for expressive phrasing”, low – “weak perception of phrasing”. Three stages are presented, according to which the introduction of pedagogical conditions is carried out, each of which aims to positively influence the components of the culture of performing phrasing. At the first stage – motivational-setting – the pedagogical condition of stimulating a meaningful attitude towards the skills of performing phrasing is introduced, which affects the component: “motivation of artistic-technical excellence”. At the second stage – practice-oriented – such pedagogical condition is introduced as the purposeful assimilation of various forms and types of phrasing in the context of the evolution of styles and genres, which affects the component: “competence in working on the performing repertoire and musical texts of pieces”. At the third stage – self-methodological – the pedagogical condition of the activation of methodological self-efficacy in performing and educational processes is introduced, which affects the component: “artistic-communicative content of creative-performing and pedagogical interpretation of musical works for wind instruments (solo, ensemble)”.

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.