Art Teachers Research Articles

THEORETICAL ASPECTS THE FORMATION ARTISTIC-REFLEXIVE SKILLS OF MASTER MUSIC STUDENTS IN THE PROCESS PIANO TRAINING

The article deals with the problem of forming artistic and reflexive skills of master students of musical art in the process of piano training on the basis of psychological, pedagogical and artistic and pedagogical analysis of scientific and methodological work on the problems of reflection, artistic reflection and reflexive skills of future teachers of musical art, teachers of art disciplines. It has been established that the reflection of master students of musical art makes it possible to personally model the process of piano teaching based on self-observation, self-assessment and self-correction of learning activities. It is noted that the awareness of the value of the mission of a music teacher in the context of its comparison with personal motivation for professional achievements testifies to the formation of reflective skills. The mechanism of artistic reflection of master students of musical art is revealed, which is based on the involvement of mental actions and operations of analysis, synthesis, comparison, concretization, abstraction, etc. A scientific generalization of the essence of the artistic and reflective skills of master's students of musical art is made, and the characteristic features of these skills are specified. Key words. Artistic and reflexive skills, master students of musical art, piano training, reflection, artistic reflection, self-observation, self-evaluation, self-correction, reflective analysis, artistic activity, mental actions and operations, functions of thinking.

Cultivating Children’s Resilience: A Preservice Art Teacher Training Project

Cultivating Children’s Resilience: A Preservice Art Teacher Training Project

Awareness of Secondary School Teachers towards Blended Teaching-Learning

This study was undertaken to study the Blended Teaching-Learning awareness among the secondary school teachers, and to compare the awareness among female and male teachers, rural and urban teachers, <10 years and ≥10 years teaching experienced teachers, as well as arts and science teachers. This study was followed descriptive survey research method. All the secondary school (under WBBSE) teachers of Howrah District, West Bengal was included as population of the study. The data was collected by self-made awareness scale form Stratified Randomly selected 242 Sample (14 secondary schools from rural area and 9 secondary schools from urban). Findings of the study were that: secondary school male teachers have significantly greater awareness towards blended teaching-learning than female teachers; urban teachers have significantly better awareness than rural teachers; secondary school teachers with lesser teaching experience has better awareness than the teachers with greater teaching experience; and science teachers has better awareness than arts teachers. In summary, blended teaching-learning transforms the teachers’ role from knowledge provider to coach, guide and mentor. So, it is primarily needed to make all the teachers as highly aware in blended teaching-learning irrespective of their gender, locality, teaching experience, and educational stream differences. Keywords: Blended Teaching-Learning, Teachers’ Awareness, Secondary School Education.

Negotiating Language Arts and Muslim Identity

Abstract: In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students’ responses to the teacher’s efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils’ adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.

Negotiating Language Arts and Muslim Identity

Abstract: In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students’ responses to the teacher’s efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils’ adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.

Crafting visual autoethnography to develop preservice art teachers’ reflexivity and teaching philosophies

In this article the author presents examples of visual autoethnographic journals that were part of an assignment she developed to foster preservice art teachers’ reflexivity and support the development of their teaching philosophies. This study analyses two preservice art teachers’ visual autoethnographic journals and reports on interviews conducted during the participants’ student teaching programme and post-graduation. The findings indicate that (1) teacher identities were formed by their past personal experiences, (2) past personal experiences influenced their teaching philosophies, (3) making art helped to synthesize ideas for future teaching and (4) developing reflexivity and clarifying teaching philosophies influenced future teaching. The results support an arts-based autoethnographic approach as a valuable method to foster preservice teachers’ reflexivity and the building of teaching philosophies.

Artistic pedagogies in an emergency: Perspectives from nine visual arts teachers in the north, centre and south of Chile

Due to the COVID-19 pandemic of 2020–21, schools in Chile suspended face-to-face activities. This led to an ‘educational emergency’, generating proposals for what some authors have called Emergency Remote Teaching (ERT). This article describes the teaching experiences of nine visual arts teachers from northern, central and southern Chile, who implemented their pedagogical proposals by dispensing with the workshops and materials commonly used in visual arts classes. The study examined the processes of uncertainty experienced by the teachers by collecting and analysing ‘in situ’ accounts and arguments using a qualitative approach. The main results indicate that the teachers showed agency and a great capacity to be flexible in response to changing scenarios. It can also be observed that ERT emphasizes the ambivalent position of visual arts as a subject in schools and demonstrates the difficulty that some students experience accessing and using certain technologies, questioning the belief that they are ‘digital natives’.

Distance Learning Barriers and Bottlenecks: A Phenomenological Inquiry on the Conduct of English Language Arts (ELA) Standard Assessments

This phenomenological study explored the lived experiences of elementary English Language Arts (ELA) teachers in the United States of America concerning the distance learning barriers they faced in conducting standard assessments. Seven (7) participants were personally interviewed to gather the data using open-ended questions. Utilizing a cellular phone, all responses were recorded for transcription. Colaizzi's method for data analysis was employed. After a rigorous analysis of the transcripts, the following twelve (12) themes arose to capture the teachers’ lived experiences: Frequent Absenteeism, Poor Sense of Accountability, Distracting Workspace, Insufficient Knowledge of Technology, Dearth of Motivation and Support, Glitches of Technology, Disparity in Data, Need for Backup, Perpetual Communication to Parents, Call to Differentiate Instruction, Workload Exhaustion, and Deficient Training Ground. The study concluded that the lived experiences of elementary ELA teachers are distinct and compelling. Some distance learning barriers are student absenteeism, parents' non-participation, and the reliability of scores. The teachers were only partially convinced that scores were authentic, so they adopted creative ways to gather data to determine learning goals that needed to be addressed. Teachers faced barriers and bottlenecks, causing stress. ELA teachers remained hopeful, believing in overcoming barriers with passion. Administrators should support teachers in addressing online test challenges and emphasize parental involvement. Clear communication and reminders to students are crucial, while parents should minimize distractions and encourage focus during online assessments. Future research should focus on analyzing and addressing the setbacks that teachers experience when converting from on-site to online assessments.

“Being grateful for the crumbs”: Empathy, stress and vulnerability experienced by teaching-mothers in the performing arts in Australian schools

Teacher attrition is a salient issue across the Western world. Whilst this has been widely discussed in the literature, what is missing in the discourse, is a gendered focus. This narrative inquiry into the experiences of Australian women who resumed teaching after becoming parents offers insight into how parenthood can complement and enhance teachers’ pedagogy and relationships with students. Narrative portraits also reveal how the intersection of normalised performative expectations of performing arts teachers and inflexible leadership is not conducive to emotional or financial wellbeing. Findings show how leadership and culture marginalise these teachers leading to burnout, guilt, and attrition.

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.

Pelatihan Pembuatan Video Audio Visual Sebagai Inovasi Pembelajaran, Media Ekspresi dan Penunjang Siswa pada Mata Pelajaran Seni Budaya Di SMP Negeri 1 Jatirogo

Practically, the subject of Culture and Arts at schools is closely related to the advancement of information technology. However, the utilization remains low, causing the instructional process to be less innovative. Knowledge of art and culture in the subject should be an expressive, interactive, and dynamic lesson if technology is used as one of the teaching-learning media. One example is the creation of audiovisual videos about art and culture. A training was created for selected junior high school students at SMP Negeri 1 Jatirogo to make audiovisual short films. The purpose is to teach knowledge on using one of the latest advancements in information technology, particularly audiovisual video, and a participative learning experience that differs from past techniques. The approach employed is participatory, with students serving as learning resources to improve soft skills and abilities in processing and applying concepts in audiovisual form and training to be autonomous and responsible in the learning process. The outcomes of this program provide new ideas for instructors, particularly Cultural and Arts teachers, to create further learning innovations for more engaging, expressive, and apprehensible class meetings through audiovisuals. Another outcome is that students gain diverse learning experiences, including an understanding of short filmmaking, which is another approach to incorporating arts into learning, particularly in Culture and Arts.

학교 예술강사지원사업 성과관리 체계 구축을 위한 학교 문화예술교육 평가 도구 개발

Objectives The purpose of this study is to develop an evaluation tool to assist in the mutual evaluation of the participants in the school arts teacher support project, namely arts instructors, operating schools, and local operating agencies, in order to establish a quality management system for school cultural arts education and contribute to enhancing the cultural arts education capabilities of those who participate in each school's cultural arts education. Methods Based on previous studies, a draft of the questions was developed and FGI, written review, and survey were conducted with 31 experts related to culture and arts education to revise and supplement the evaluation items to confirm the validity. Results First, questions for each subject of art instructors, school teachers, and beneficiary students were produced to evaluate art instructors, and consisted of self-reflection questions, art expertise (observation, understanding/creation, and appreciation), educational expertise (class progress, student management), instructor competency (instructor literacy, cooperation with teachers), and comprehensive satisfaction evaluation. In addition, additional questions were produced for cooperation in the operating school to collect opinions from art instructors. Second, it was developed by dividing it into art instructors and teachers in charge for the evaluation of local operating institutions, and both art instructors and teachers developed evaluation questions in five areas: administrative support, competency support, business support, civil complaint management, guidance, and promotion. Conclusions Through the final development of the arts teacher and local operating agency evaluation items, this study contributes to the establishment of a capacity management system for school cultural arts education quality management, provides important criteria that must be sustained or improved in the field of school cultural arts education, and helps enhance the cultural arts capabilities of each participant in the school arts education, including arts instructors, operating schools, and local operating agencies.

Pelatihan Asesmen Praktik Musik di MGMP SMP Seni Budaya Kabupaten Bengkayang

Music practice assessment training at the Bengkayang Regency Arts and Culture Subject Teachers' Meeting is important considering the lack of development of assessments specifically in arts and culture learning. Objectivity when assessing a student's skill in practicing music needs to be evaluated. This form of evaluation can be done through an assessment of music practice. The PKM implementation method has stages, namely the preparation stage by coordinating with partners, the implementation stage conveying assessment material along with discussions and questions and answers, and the evaluation stage adjusting the results of activities in the form of rubrics that are worked on by participants with the conditions and situations of partner schools. The results obtained in this PKM are that participants have an objective view of the assessment of music practice and have an assessment rubric in determining the score of each music practice assessment criterion. With evaluation, it will continue to develop the assessment of the music. Through the Tanjungpura University Community Service program as well as the MGMP for Cultural Arts and also the Bengkayang Regency Education Office, the results of collaboration and friendship between implementers and partners have been.

THE IMPLEMENTATION OF DISCOVERY LEARNING ON THE MUSIC ARTS SUBJECT AT SENIOR HIGH SCHOOL

The challenge addressed by this research is how to integrate the Discovery Learning framework for teaching music arts into conventional classroom settings. This study used a descriptive qualitative research strategy and SMA Katolik Karitas Tomohon is the research location. Lucky Mongi S.Pd., a music art teacher at SMA Katolik Karitas Tomohon for the last decade, and the students of his Music arts class were the subject of this research. After analyzing information gathered via observation, interviews, and written records, the usefulness of the learning model Discovery Learning is clear. The music instructor at SMA Katolik Karitas Tomohon, grade XA, has adopted the appropriate stages from the Discovery Learning curriculum to pique the pupils' curiosity about the topic at hand: the form and value of musical notes. In order to make the learning process more meaningful and to make students comfortable and not bored during the teaching and learning process, researchers found that most students are actively involved in asking questions about the material delivered by music teachers in the process of teaching and learning activities in class. The result is that the learning strategy used at SMA Katolik Karitas Tomohon to facilitate the study of music is appropriate.

The Broadening of Art Perspectives in an Art Course of Non-Art Major Students through a Korean Art Teacher’s Asian Art Viewpoint

This research explores how Multicultural and Asian art affects college students in a U.S. university. The students did not major in art, and they chose art as elective subjects. The art course consisted of art theory and practice based on DBAE(Discipline-Based Art Education). In the art class, some non-white students always enrolled in the course. The researcher found that DBAE was satisfactory but sometimes inappropriate because DBAE is rooted in Western high art. The researcher changed the art studio class with a multicultural perspective, especially Asian art because he wanted to introduce a new art style to the class and give them a chance to appreciate non-western art. Qualitative action research and arts-based research methods were used to conduct this project. The result revealed that the students of color showed more confidence and actively participated in the class. The works of students of color were changed and improved. Second, women became more aware of social issues and expressed their feelings and emotions in their works. It seemed that the women students would become social activists and voice their opinions by making their art. Third, some students, especially Hispanic and Asian students showed their identity through their artworks. Forth, some Korean students did not make much progress. By including multicul-tural art in art classes, more students could broaden their perspectives on art and understand diversity through their artworks.

EDUCATOR’S STRATEGY FOR DEVELOPING CREATIVITY IN CHOIR TRAINING

Art education has a huge impact on the development of students’ creativity. In choir training, teachers must also have creativity in conveying learning material so that they can produce good-quality choral groups. The research purpose of this paper is to explain the function of art creativity, the implementation of music and choir learning in schools, and choir training strategies as a means of developing creativity. The research uses a qualitative approach with a descriptive conceptual analysis method. The research uses a conceptual analysis method that examines various literature related to the research objectives. The data analysis techniques are carried out through data reduction, data presentation, and data analysis. The results of data analysis indicate that the art of music education and choir training can be a means of developing creativity for the art performers, either students or teachers. Choir training can encourage students to be creative in expressing the song that is sung. Therefore, it is essential for teachers who have knowledge and skills to seek learning strategies in choir arts to develop students' creativity.

Trends in arts education in United States public schools from 1988–2018

There is scant evidence on the level of arts education available in U.S. public schools and how this has changed over time. In this paper, I present new evidence on broad trends in arts education in U.S. public schools from 1988 through 2018 using nationally representative data from the Schools and Staffing Survey (SASS) and the National Teachers and Principals Survey (NTPS) and administrative data from North Carolina. Both the SASS/NTPS and North Carolina data cover several school years after the Every Student Succeeds Act was passed in 2015, which may have impacted arts education. I first calculate the percentage of full-time teachers whose main teaching assignment is in the arts. In the aggregate, about 5.5% of public school teachers are arts teachers, and this has been stable for decades. There are substantial regional differences that have also changed little. I also find substantial and persistent differences by school characteristics: Schools with higher percentages of both Black, Indigenous, and people of color (BIPOC) and low-income students consistently have a lower percentage of full-time arts teachers than other schools. I also examine of school-level and student-level trends in arts access using administrative data from North Carolina from 1998–2013. I find narrowing gaps in the presence of licensed art teachers between low-performing schools and other schools, and high-BIPOC schools and other schools. I also assess access to the arts at the student level from 2007–2018. I find narrowing gaps in arts enrollment between White students and Black and Hispanic students, consistent with the school-level trends I report. This descriptive evidence from both national and North Carolina data improves our understanding of how arts have been prioritized by schools in recent decades and highlights gaps in access students have had to the arts over time.

Teachers Curating Virtual Exhibitions for Learning Visual Arts: A Study of Impact and Effectiveness

AbstractAlthough visual arts teachers have free access to high quality online artwork images offering them immense teaching resources, making meaningful use of them remains a pedagogical challenge. During the COVID‐19 pandemic, the transition from face‐to‐face to online teaching caused an immediate need for teachers to enhance their digital competencies and technological capability for planning and delivering a blended art curriculum. Herein, I propose a ‘teacher‐curator pedagogy’ via a study in six primary and secondary schools in Hong Kong to assess its effectiveness. The study took place in the academic year of 2021‐22 with 331 student participants. The proposed pedagogy puts visual arts teachers in the role of ‘digital curators’ who create virtual exhibitions for teaching art appreciation and artmaking. This paper addresses the theoretical framework, implementation strategies, and the results of the study highlighting its effectiveness, impact and limitations on teaching when using teacher‐curated virtual exhibitions in both physical and virtual learning contexts. It was found that the technological capacity and confidence of the teacher participants was enhanced through the use of online resources and virtual exhibition tools. Making use of the 3D presentation of exhibits in themes and context through digital content curation, the teachers engaged students with deep interaction through the blending of online and face‐to‐face teaching. However, the proposed pedagogy was limited by the high demand of training and preparation work, hardware and software support, and difficulties in assessing and monitoring learning beyond class.

Appropriation Method in Visual Art Teacher Education Painting Art Studio Course

This research is a case study aiming to reveal the experiences of art students towards the activity of “reproduction through appropriation”. During the activity process, students were firstly informed about appropriation and the art of appropriation, especially the works in which two works of art were appropriated by integrating them, and each student was asked to identify two works of art to be appropriated. Students made sketches by establishing relational links between the two works they chose. In the last stage, students were expected to make a new artistic production. In this research, which was conducted with the participation of 8 students attending the art studio course, the experiences of the students regarding the process formed the unit of analysis. Worksheets, process evaluation form and artworks were used as data sources. As a result of the research, it was identified that the students were able to produce thoughts about the concepts emerging with appropriation and appropriation art and question this art practice. The students made an effort to integrate the artistic elements in the two works they used for appropriation in an appropriate way and to create the best visual fiction, and they were able to bring a new interpretation by making use of the artists’ application of the paint technique and their understanding of colour in the appropriated works. They also realised that the artwork they produced was only a tool to force themselves into the artistic creation process and to gain artistic knowledge and skills. In other words, they developed an awareness of the limits of utilising the works in the history of art to ensure originality in their future arworks. It is possible to say that making use of the appropriation method in art studio courses will contribute to the artistic development of students.

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers’ perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.