Art Of Teaching Research Articles

Bedside teaching – insights into the medical student experience and likely impact on future role as clinical teacher

BackgroundMedical students and doctors are rarely taught how to be educators, but are expected to perform the role of clinical teacher once qualified (Kloek AT, Van Zijl ACM, ten Cate OTJ, Perspect Med Educ. 5:325–331, 2016). Qureshi (Perspect Med Edu 3:69–72, 2014) suggests that development of teaching skills should be incorporated into the undergraduate medical curriculum, while Charnell et al. (Br J Med Pract. 11:a1103, 2018) advocate providing training after graduation and as an integrated part of an induction programme. No such strategies currently exist for our graduates, and there is a lack of opinion regarding their expectations and ability to deliver bedside teaching.MethodsThis qualitative study sought to explore the varied experiences of medical students with regards to bedside teaching, and the influence such encounters may have on their future potential role as educators. In-depth interviews were conducted with fourteen final year medical students to gain a detailed understanding. Thematic analysis was conducted to organise the data into themes and sub-themes.ResultsMedical students identified a range of affirmative and challenging aspects regarding their undergraduate experiences. All recognized important practices necessary to meet individual learning needs and highlighted the positive impact such experiences would have on their future role as educators. Students preferred receiving constructive feedback as opposed to positive or no feedback at all, and all acknowledged a sense of responsibility towards being a future educator.ConclusionThe findings of this study suggest that while medical students recognise the role of doctors as clinical educators, and strive to fulfil this responsibility based on their own undergraduate experiences, training in the art of clinical teaching would be of benefit to all.

Practical research on picture books in art activities for preschool children

Kindergarten Education Guidelines issued by the Ministry of Education clearly puts forward: "use painting and other forms to arouse children's interest in reading picture books, and cultivate pre-reading and pre-painting skills".This shows that picture books are of great significance for children to cultivate their interest and develop the ability of art education activities. Picture books are timely and appropriately introduced into children's art teaching, by guiding children to observe, think and discuss the pictures and plots in picture books, to stimulate children's art creation inspiration and imagination, and make up for the lack of children's art teaching, but also to enrich its content and form, promote children's all-round development.

Research on the Problems in Chinese Classroom Teaching in Ethnic Regions—Taking Four Primary Schools in Nagqu City as an Example

Classroom teaching is the main channel of Chinese language teaching, which is the process of imparting Chinese knowledge, cultivating Chinese core literacy and abilities through teaching activities in the classroom. By means of interviews and classroom observation, found that in the classroom teaching field, western China’s primary school unified language textbooks have been put into use since the autumn of 2017, and have had problems in teacher teaching, student learning, curriculum nature and classroom culture. Based on this, it is proposed that putting literacy first, emphasizing teaching research, and striving for teaching effectiveness; Promoting student development through mutual aid in lesson observation and situational teaching; Based on text, combining reading and writing to enjoy the beauty of Chinese language; Integrating education into culture, creating an infectious atmosphere, and showcasing the art of teaching, with a view to improving the quality of Chinese education and teaching in western China.

Application Research of 3D Virtual Interactive Technology in Interactive Teaching of Arts and Crafts

In the virtual reality teaching of arts and crafts, the uploaded image data often contains a lot of noise, which significantly reduces the quality of uploaded images and seriously affects the teaching effect of interactive teaching of arts and crafts based on virtual reality. For this reason, the research proposes an image denoising model based on convolutional neural network and wavelet transform, which adopts residual neural network structure and batch normalization algorithm, aiming at gradient explosion and gradient disappearance that may be caused by convolutional neural network, And the problem of low training efficiency has been optimized. The results show that when the noise standard deviation is 50, model 1 can achieve the target accuracy with only 82 iterations, while model 2 requires as many as 56 iterations. For images of different types and noise intensities, the average PSNR values of model 1 are 29.3dB, 30.5dB and 28.9dB, respectively. In addition, by applying Model 1 to VR teaching of arts and crafts, the average score of class 1 is 9.3 points higher than that of class 2. The proposed model effectively optimizes the virtual reality teaching process of arts and crafts, and provides a useful contribution to the application of virtual reality in the field of education.

ПІДГОТОВКА ВИКЛАДАЧІВ ПРОФЕСІЙНО-ХУДОЖНІХ ДИСЦИПЛІН В УКРАЇНІ: ПРОФЕСІЙНО-ПЕДАГОГІЧНИЙ АСПЕКТ

Despite military aggression from Russia, Ukraine continues actively develop professional and pedagogical training, which is an important factor in improving the quality of education and professional growth of teachers. Professional and pedagogical training plays a key role in ensuring the quality of education and professional development of teachers. It forms pedagogical competences, provides teachers with the knowledge and skills necessary for effective work with students, including teaching methods, planning and management. Thanks to it, teachers learn the basics of pedagogical ethics and moral values, which helps to create a healthy learning atmosphere and promote the harmonious development of students’ personalities. Methodology. Professional training in higher education institutions is carried out according to various organizational forms, models, systems and programs, the main purpose of which is the formation of positive motivation and involvement in active educational and cognitive activities, which is the basis of the professional self-development of the future specialist. Therefore, the purpose of our study is to analyze modern approaches to the professional and pedagogical training of teachers of professional and artistic disciplines in Ukraine. To identify key problems and challenges in the field of training teachers of artistic disciplines. Outline the main directions and methods that ensure high-quality training of specialists in the field of art teaching. To investigate the role of pedagogical education in the formation of competences of teachers of professional and artistic disciplines. To propose ways of improving the system of training of pedagogical personnel to increase the level of teaching of artistic disciplines. Results. Thanks to professional and pedagogical training, teachers can update their knowledge about modern teaching methods, pedagogical technologies and approaches to education. Professional and pedagogical training allows for a deeper mastering of specific disciplines, which enables teachers to impart special knowledge at a high professional level. In general, professional and pedagogical training is the basis for the creation of qualified and competent teachers, which contributes to the improvement of the quality of education and the success of students in their studies. In our study, we consider the professional and pedagogical training of teachers of professional and artistic disciplines, which is aimed at the formation of pedagogical personnel who have the theory and practice of teaching fine arts in general education, specialized and higher educational institutions, as well as in the system of additional education. Key words: professional and pedagogical training, teachers of professional and artistic disciplines, institutions of higher education, competence, knowledge, skills.

Educator Experiences During a Collaborative STEAM Program

ABSTRACT Research on professional learning around STEAM education is limited. This study examined the experiences of two teams of educators (elementary classroom teachers paired with teaching artists) as they collaborated to implement STEAM projects with their students. Following a case study methodology , this study collected and analyzed data from educators’ reflective journals, interviews, project artifacts, researcher memos, and member check interviews to identify defining characteristics of the project learning experiences and understand how the projects influenced educators. Findings report on the focus, values and pedagogical tools that emerged as central to the projects and the ways the project influenced educators’ perspectives on their work and students. Results are discussed in relation to the literature on arts integration and veteran teachers’ professional learning. Findings contribute to understandings about the sorts of conditions that allow for expansive, multimodal, and interdisciplinary learning opportunities, and the influences of such learning environments on educators’ abilities to teach creatively and for creativity.

Guidelines to Promote Wushu Teaching for University Students in Henan Province, The People's Republic of China

Background and Aim: The research background of the promotion guide for Wushu teaching for university students in Henan Province is multifaceted, including historical and cultural background, educational policies and reform needs, changes in university students' sport’s needs, the unique value of martial arts teaching, and the challenges and opportunities it faces. These background factors together constitute an important foundation and prerequisite for the promotion of martial arts teaching for university students in Henan Province. Materials and Methods: This article conducted an in-depth investigation into the current development status of martial arts teaching in universities in Henan Province through research methods such as literature review, questionnaire survey, and expert interviews. This study selected 380 undergraduate students majoring in Wushu and traditional ethnic sports from six universities in Henan Province, including the School of Physical Education at Zhengzhou University, Henan University, Henan University of Technology, Shangqiu Normal University, Luoyang Normal University, and Yellow River University of Science and Technology, as the total population, and 192 students as the sample; 18 teachers fill out teacher survey questionnaires (18 teachers are Physical Education Teachers from Six Universities in Henan Province). Results: University wushu teaching in Henan province in the popularization, teaching content and methods, teacher strength and teaching conditions have made some achievements, but there are also shortcomings (1) Advantages: Martial arts have outstanding functional and value advantages; Martial arts have a wide range of adaptability; There are various types of martial arts events; (2) Disadvantages: The difficulty of martial arts movements is relatively high; The teaching content of martial arts is rich; The infiltration of ideological and political education in the curriculum is not perfect; The development of "learning, practice, and competition" is not in place; Lack of referee workability; Students have little interest in learning martial arts. (3) Shortcomings; Insufficient venue equipment and facilities; Unequal distribution of university funds Conclusion: (1) give full play to the role of policy, maximize the development of martial arts projects, tap the professional potential of teachers, and promote the development of specialized teaching of martial arts; (2) with the help of modern information technology, change the teaching mode, renew the teaching method, refine the teaching content, and improve the students; independent study, learning ability and innovation ability; (3) constantly improve the professional quality of teachers, carry out teacher training regularly, and strengthen the training of teachers in colleges and universities, exchange between learning, actively build a communication platform to improve the professional ability of teachers, students through mutual exchange, mutual reference to find their own project positioning, develop their own expertise in boxing projects; (4) increase teaching and training, students can have enough time to study special elective courses, so as to improve the level of special skills; (5) colleges and universities to increase the teaching of special elective courses in martial arts, funding, to encourage students to go out to study, to subsidize the training funds of the teachers of special courses, Since the sample is limited to six universities in Henan province, we are conducting a thesis study that needs to be aware of this limitation.

Diagrammatic devices in early to mid-twentieth-century American art pedagogy

ABSTRACT Diagrams demonstrating principles of formal arrangement (what is commonly called composition or design) were pervasive in the production and interpretation of pictorial art in the United States throughout the first half of the twentieth century. This essay surveys three of the most influential: a Japan-inspired design manual written by art educator Arthur Dow and first published in 1899; a WWI-era proportional scheme devised by illustrator and amateur classical archeologist Jay Hambidge, and a series of essays from 1926 on the ‘mechanics of form organization’ by painter (and, at the time, Art Students League of New York instructor), Thomas Hart Benton. These and similar devices were an integral part of the relentless standardization and self-conscious modernization of artists’ methods modeled on industrial processes of mass production and pursued between the Civil War and the Great Depression by educators and policy-makers interested in establishing the teaching of art in the United States on a more practical basis than that provided by the European academic tradition. Despite their once near-ubiquity and pivotal role in the development of several generations of American modernists, including Georgia O’Keeffe, George Bellows and Jackson Pollock, as described here, these hugely popular devices are almost entirely forgotten today.

Operational Competence of the Visual Arts Teacher in Art Practice: Interrogating the Underlying Factors

This study is on operational competence of Visual Arts teachers’ art practice, focusing on the factors influencing their competence and its relevance in contemporary contexts of arts education. Drawing upon literature from education, art pedagogy, and teacher training, this study identifies key factors that contribute to the operational competence of Visual Arts practice, including artistic skill, proficiency and reflective practice. Through an analysis of empirical studies and practical insights, the study highlights the visual arts teachers’ own art practice factors. It also underscores the significance of research informed policies and curriculum frameworks that support the holistic development of Visual Arts education and the cultivation of a vibrant artistic community within schools and society at large. It engages qualitative research design. A sample of twelve (12) Visual Arts students and one (1) Visual Arts teacher each from eleven (11) schools within the six Education Districts of Lagos State were purposively selected. Data was obtained using Portfolio Review Rubrics. Thematic Analysis was employed in analysing data gathered. Findings revealed that Visual Arts teachers’ competence in art practice differs in nuances of scope. It also revealed that teachers’ competence in art practice is a determinant of students’ learning outcome in art practice. Based on the findings, recommendations were made that workshops and conferences on art practice and pedagogy be organised for Visual Arts teachers to improve their operational competence in art practice. It further recommended that art teachers’ training curriculum be re-packaged to include more art practice activities than pedagogy so as to adequately build their art practice competence in scope and strength for prospective art teaching career.

Construction and Practice of High School Art Education Mode Based on Project Learning

The in-depth implementation of education reform, the high school art teaching gradually received more attention, to better carry out quality education, play a high school positive role of art education in aesthetic education, the actual teaching process, strengthen the exploration and research of diversified teaching methods, project learning in improving the students 'learning interest, cultivate students' ability to explore advantages gradually highlighted. Based on this, this paper starts with the role of project learning in high school art teaching, and further analyzes the key points of constructing high school art education model under project learning, including determining the project theme, designing the project framework, etc. Finally, the practical strategy of high school art teaching under project-based learning, including the change of teachers' roles and the integration and utilization of teaching resources, in order to effectively improve the level of art education.

Research on Teachers' Teaching Behavior in Kindergarten Art Teaching Activities

At present, most of the research on teachers' teaching behavior focuses on primary and secondary schools, and pays little attention to preschool education. Therefore, this study aims to understand the status quo of teachers' teaching behavior in kindergarten art teaching activities, observe teachers' teaching behavior, analyze its influencing factors, and put forward effective strategies for existing problems.Based on observation method, this study combined with interview method to analyze and summarize teachers' teaching behavior, guiding and demanding practice behavior, evaluation and feedback behavior of activity results, and put forward suggestions to enhance children's subjective status, attach importance to children's sense of experience, and improve teachers' reflective ability.

Effect Program Educational Based on According to Raigloth Expansion Theory in Teaching Post-Modern Arts for Students of the Institute of Fine Arts

General Background: The evolving landscape of postmodern art necessitates innovative educational approaches to equip students with the skills and knowledge required to navigate this complex field. Specific Background: This research investigates the impact of an educational program grounded in Reigeluth's expansive theory on the teaching of postmodern art at the Institute of Fine Arts in Baghdad. Prior studies have highlighted the need for effective instructional designs that engage students and enhance their cognitive achievements. Knowledge Gap: Despite the proliferation of educational theories, there remains limited empirical evidence on the effectiveness of expansive instructional design in the context of postmodern arts education. Aims: This study aims to assess the effectiveness of an expansive educational program on students' cognitive achievement in postmodern art compared to traditional teaching methods. Results: Utilizing an experimental design with two equivalent groups, the findings reveal statistically significant differences (p < 0.05) in post-test scores favoring the experimental group that engaged with the educational program based on Reigeluth's theory. Novelty: This research contributes to the literature by demonstrating that an expansive instructional approach can significantly enhance students' understanding and appreciation of postmodern art. Implications: The results underscore the necessity for art education curricula to incorporate innovative instructional designs that foster deeper cognitive engagement and mastery of complex artistic concepts. By bridging the gap between theory and practice, this study offers valuable insights for educators seeking to improve instructional effectiveness in the rapidly evolving domain of postmodern art. Highlights: Impact of expansive design on cognitive achievement in postmodern art. Controlled study shows significant differences in student performance outcomes. Innovative teaching methods enhance student engagement and understanding. Keywords: postmodern art, educational program, Reigeluth's theory, cognitive achievement, instructional design

Being, non-being and the in-between

What is presence really? What are we talking about when we talk about presence? For a performer, it seems such an obvious thing but the closer you look, the more elusive it becomes, like one of those optical illusions which can only be perceived sideways through the eyes; looking directly makes it immediately disappear. And the whole thing becomes even more sideways when we take presence and put it in the middle of a classroom. Is it possible that we might have been over emphasising presence in the search for the elusive-mysterious? Have we been overly focused on presence in our pursuit of the qualities that make teaching and learning truly transformative? And obviously, what sort of transformative are we talking about in the fractured times that we live in? What is the other side of the story? What can Absence tell us about its polar twin? Does the absent become present by its very absence? And what or who is it that is absent? In my talk which I've framed as a set of field notes, entirely subjective observations gathered over a period of time, I am drawing upon my experience as a performer in search of the elusive-mysterious; my experience as a teaching artist in a teacher education program at Delhi University; and as a researcher investigating teacher agency in the classroom. In interrogating the binary of presence/absence, I seek to throw some light into that liminal space where these two intersect and collide, and begin to reveal the elusive-mysterious so that pedagogical practices can be reimagined and reenacted.

Autoethnographical Research on the Experience of Identity Change as an Artist, Teacher and Teaching Artist

AbstractAn autoethnographic exploration of identity formation raises the question of how individuals inhabit, negotiate, accommodate and resist the social groups to which they belong, continually coming to terms with who and what they are. This paper discusses, through this researcher's autobiographical exploration, the ways in which pedagogical discourse and practice produce identities that are constructed within the broader sociocultural context of arts education. As an art educator who has been learning and teaching in the Korean sociocultural context since the 1970s, I have experienced the struggle between my identity as an artist and my identity as a teacher amidst the changes in educational ideology reflected in the Korean national curriculum, which is a set of pedagogical discourses and practices that are constructed within a particular sociocultural context. It can be said that my autobiographical narration has important implications for the practice of art education in connecting individuals and society in an ambiguous and complex future society by enhancing theoretical understanding of wider social phenomena. In this paper, the narrative interpretation of my changing identity as an artist, an art teacher and a teaching artist provides a timely insight into identity shifts in how the artwork we encounter and our perceptions of art are shaped and transformed by our own cultural experiences and recollections of our own personal experiences within the interconnectedness of art and education across time.

Multidimensional Perspectives on the Teaching and Practice of Typography Design

With the continuous deepening of teaching reforms in higher education, it is imperative to reform the teaching of art and design courses. Research has found that the current teaching of typography design in art and design courses has rigid teaching methods, students' operational abilities are relatively singular, and the teaching content is predominantly "Westernized," leading to poor student adaptability. This paper, from a multidimensional perspective, guides typography design course teaching and practice with the "Three E's" (Effect, Efficiency and Efficacy). It positions the teaching content of typography design as multidimensional and emotional, employing multidimensional and emotional design thinking to strengthen the visual information of Chinese culture and tap into students' creative potential, aiming to enhance their innovation and creativity abilities.

Exploration of Integrating South African Heritage into Art and Design Courses in Universities

With the country s attention to the cultural industry enabling rural revitalization, the inheritance and protection of intangible cultural heritage (hereinafter referred to as intangible cultural heritage ) has become an important subject of art and design professional education in colleges and universities. How to integrate the South African heritage into the teaching of art and design courses in universities aims to cultivate high-quality art and design talents with regional cultural characteristics through innovative education mode, and help the construction of Hainan Free trade Port and rural revitalization. The rich connotation and educational value of the South African heritage, the specific practice of universities in the integration of intangible cultural heritage into teaching, including curriculum setting, teaching mode, scientific research projects and social services.

The Application Inquiry of Immersive Teaching Based on Embodied Cognition Theory in Art Teaching in Junior Middle School

based on the embodied cognitive theory of immersive teaching is a kind of relying on intelligent technology, with embodied cognition as the theoretical basis of teaching method, applied to the junior middle school art classroom teaching, to enhance students' experience, deepen students to the content of comprehension, trigger its positive emotional resonance, promote students comprehensive development of body and mind.Its essential features include the interactivity of learning environment, the equal and harmonious interaction of teacher-student relationship, the dynamics of teaching time and space, and the process and accuracy of learning evaluation. Therefore, this article designs the immersive teaching scheme from the three stages of immersive teaching before, during class and after class, and explores the application strategy of immersive art teaching in junior middle school, hoping to provide reference for improving the effectiveness of art teaching.

Appreciation, Analysis and Creation in the Teaching-learning of the Plastic Arts

Aim. The Didactics of the Plastic Education is necessarily nourished by the general didactics and the arts, as well as by their particular methodologies, in aspects related to the teaching-learning of the textual analysis, and specifically, the study of the visual code (iconic and visual signs, tropes or rhetorical figures, etc.), which dialogues with theory, semiotics, cultural anthropology, among other sciences. Methods. In academic research, methods such as the analysis of the results of pedagogical activity, ethnographic or experiential and inductive-deductive methods were used. Results. The Didactics of a Plastic Education requires an urgent review that includes, from its most general principles and laws, to the aspects related to the selection and sequencing of content, the role of the student's plastic education in achieving a social model, the distinctions between artistic education, aesthetic education and teaching of the plastic arts in all the integrality and complexity of their discourses, the teaching-learning process, its essence and contradictions, the categorical system of the teaching-learning process, among other fundamental aspects. The present study contributes to this rethinking of the theoretical and methodological postulates of the Didactics of Plastic Education, as it proposes as an objective: to argue the didactic principle of the unity between appreciation, analysis and textual creation in the teaching-learning process of the visual image analysis. Conclusion. This argument constitutes a theoretical contribution to the science, and clarifies, while unifying, criteria and procedures in the pedagogical practice of artists, teachers, instructors and masters of the plastic arts.

Laying Foundations for Islamic Teacher Education

Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as “soul-making” ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education “Islamic”, and (3) providing an example of one Islamic teacher education programme’s attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education.

Проблемы подготовки педагогических кадров в предметной области «Искусство» в свете реализации Концепции художественного образования в Российской Федерации

Introduction. In 2001, the Concept of Art Education appeared in Russia. To understand the real situation of general education in the subject area of “Art”, it is necessary to analyze state documents and pedagogical practice for their compliance. Theoretical analysis. The historically established system of art education in Russia has a complex multi-stage structure. A special place in it is occupied by the direction of training teachers in the subject area “Art” for comprehensive schools. Empirical analysis. A comparison of the current situation of training students in the field of “Pedagogical education” (profile “Music”) and the problems identified in the Concept of teaching the subject “Art” leads to the understanding of the dependence of solving some problems on the set of competencies of young professionals going to work in educational organizations. Today, there is an objective contradiction between traditional forms and methods of teaching art and the attitude to it of the younger generation, who grew up in a digital environment. Consequently, training for teaching art at school, based solely on tradition, is not very effective. Conclusion. It is necessary to develop a new concept of professional training of teachers for the subject area “Art”, taking into account the realities of modernity.