Art Education Theory Research Articles

Analysis of the Role and Guidance of Art Management in Music Education in Chinese Primary and Secondary Schools

In recent years, China has demonstrated a growing commitment to the aesthetic education of young people, with primary and secondary schools implementing a range of art activities. This paper, through the methods of literature review and case study, seeks to examine the theories of art management and art education. It analyses the role of aesthetic education in fostering the holistic development of young people and enhancing the vitality of social aesthetics through case studies. The paper discusses the commonality, intersection and complementary between the two disciplines, and considers the specific practical methods and significance of the combination of them. In combination with three case studies, and in the context of music education in Chinese public primary and secondary schools, this study will discuss the role of arts organizations in establishing new paths and methods of education, exploring innovative models of classroom practice, and effectively increasing the popularity of high-level music education. Art organizations and schools fulfil their respective roles and strengths, ranging from teaching and research to practice, and collaborating to enhance the aesthetic literacy and creativity of Chinese youth.

Ecosocial approach to music education

ABSTRACT Collective cultural transformation is needed to save the Earth from the growing effects of the human-caused environmental problems. Music education, too, can take part in preparing future generations with the knowledge and skills needed to address the world's complex challenges and create a more sustainable future. Approaching music education from the perspective of ecosocial sustainability can foster students’ sensitivity to diverse sonic environments and support the overall appreciation of multispecies communities and mutually beneficial ways of interaction in the more-than-human world. Based on the general theory of ecosocial art education, this article presents three practical approaches to music education, which can promote a sustainable life orientation: (1) Attuning to sounds helps cultivate one's connectedness to more-than-human others. (2) Reconnecting with sound memories helps recognise how sonic environments affect and indicate the lives of humans and other beings. (3) Co-composing with the more-than-human world helps to embrace the generative powers of creativity in experiencing interdependence with others.

Cultivating Art Inquiry Through Land-Based Thinking on Social Justice Art and Museum Praxis

Place has long been noticed, made, developed, and narrativized in favor of settler majorities’ economies and hegemonies. Disregarding Indigenous presence and land, the terror on the land continues in the form of dislocation and dispossession of Indigenous, Black, and other minoritized communities of color, along with racial segregation and alienation. Drawing on the scholarship of land-based and decolonizing education, this article provides the conceptual groundwork for a form of art education theory and practice concerned with place-based social justice and equity. Particularly, I propose land-based art inquiry as a decolonizing pedagogy that helps critically assess settler colonial ways of sharing and making place via spatial–temporal injustice and the normalization of settler colonial logics that pervade our daily lives. The art inquiry generates new and critical ways to engage with the land as a site of art and museum (educational) practice as exemplified in the three different sites—a graduate students’ collaborative art-based project, a contemporary artist’s praxis, and museum praxis. Graduate students’ site-specific installation and contemporary artist JeeYeun Lee’s mobile walking are artistic interventions to public places that critique settler narratives and re-story the place. They highlight the ways in which land-based art inquiry can help individuals (re)connect with and (un)learn the stories and politics of their relationships to the land, thus troubling the settler colonial territorial imperatives. Also, by bringing land-based art inquiry into the investigation of the museum as another settler colonial place seeks and brings understanding of contemporary Indigenous-led collaborative museum spatial design and (educational) praxis for decolonizing possibilities.

Теоретико-методические основания в развитии художественного образования обучающихся

The study appears relevant due to the need of theoretical and applied pedagogy to research the issues of art education concerning its theoretical and methodological aspects. The purpose of the research is to study the theoretical and methodological principles in development of art education. Attention is drawn to the content of the Art Education Framework as a federal-level document that develops the strategy of the cultural policy of the Russian Federation in the designated area and regulates art education in educational organizations of different levels. Research results. It is shown that the creation of art education theories is a rather complex process which makes scholars consider basic scientific theories: the theory of artistic perception and the theory of artistic creativity, which are regarded through their applied aspect. Our interest in visual fine art determines the prerequisite of considering the theories of visual fine arts in various historical periods. These theories serve as a theoretical basis both in the field of art education and in the field of fine arts. The article summarizes the main movements in teaching fine arts at school created by various authors. The article emphasizes that the study of both these movements and the fine arts educational programs that correspond to them facilitate the choice in favor of the program that would fit the curriculum of a particular educational organization. The idea of what results of students’ visual arts development should be is reflected in both the concepts and methods of fine arts education that are presented in the program an educational organization will choose. These results become the methodological basis in development of art education. Main conclusions: the article emphasizes the necessity to carry out theoretical and methodological research in the field of art education as well as to overcome the problems of creating “coherent” theories of art education, theories of visual fine art and methods of teaching it based on the experience accumulated by Russian and foreign theorists and practitioners.

APPROACHES TO TEACHING COMPOSITION IN THE SYSTEM OF HIGHER PROFESSIONAL ARTISTIC AND ART-PEDAGOGICAL EDUCATION IN SAINT PETERSBURG: A COMPARATIVE ANALYSIS

In the modern Russian theory and practice of professional art education, the issue of understanding the essence and further development of disciplines related to the formation of Прикладные исследования, технологии 155 visual literacy is acute. One of them is the basics of composition, as well as its derivatives, with amendments to the orientation of the training of artistic and artistic-pedagogical personnel. Based on the analysis of the history and current state in the field of teaching of this discipline within the activities of the largest art universities and specialised departments of Saint Petersburg, the article proposes to determine the features of teaching compositional patterns in art to students. The subject of the study is the development of artistic and art-pedagogical education in Russia, and the object is the role of composition as a discipline in this process, depending on the type of educational institution.

Benefits, outcomes and challenges of teaching contemporary art in Wisconsin K-12 art classrooms

This study looks at the lived experiences of Wisconsin K-12 art teachers who teach contemporary art. While research suggests that student learning is enhanced by meaningful instruction in contemporary art, more knowledge is needed to inform art education theory and practice. The study methodology was grounded in descriptive phenomenology and data included surveys, one-on-one interviews and focus group interviews, which were analysed using thematic analysis. Reported benefits of teaching contemporary art included enhanced relevance and increased student excitement and engagement. Other outcomes included the development of novel pedagogies by teachers and the increased visibility of art programmes in school and community. Challenges for teachers included the need to supplement material- and product-based lessons, the complexity of addressing controversial issues and the increased preparation time required to create original contemporary art units. Potential limitations of the study and suggestions for future research are provided.

The specifics of the methodology of teaching contemporary art to art teachers in Russian and Chinese universities

The subject of the study is the peculiarities of modern art and pedagogical education in Russia and China. The aim is to determine the specifics of the methodology of teaching contemporary art to Chinese and Russian students – future art teachers in Russian and Chinese universities. The article discusses the features of teaching this discipline in the largest art and pedagogical universities of Russia and China at the beginning of the XXI century. The research methodology is based on the provisions of pedagogy and psychology, the specifics, theory and methodology of art and pedagogical education. To achieve this goal, methods such as theoretical analysis of sources related to the teaching of contemporary art in universities in Russia and China, comparison of curricula and programs in them, pedagogical observation of students' activities were used. The scientific novelty of the study lies in the fact that it highlights and summarizes specific features in the teaching of contemporary art in Chinese and Russian art and pedagogical institutions of higher education based on the analysis of curricula and projects of the Herzen Russian State Pedagogical University and Moscow State Pedagogical University, as well as Beijing Pedagogical University and Peking University. As a result, the process of integrating contemporary art into the practice of Chinese and Russian pedagogical universities is shown; the features of interaction of students in educational activities with current artistic practices as a way of mastering the world art experience and its reflection. The conclusions of the author of the publication are that in order to optimize the process of acquaintance of students with contemporary art, both Russian and Chinese art and pedagogical universities offer them to conduct creative experiments with new materials, forms and means of expression as part of their independent work, as well as interact in specially organized spaces with the work of current artists.

"MY FIRST PAINTING”: ANALYSIS OF EXPRESSIVE IMAGES OF KINDERGARTEN STUDENTS IN BULELENG SUBDISTRICT, BALI"

This article aims to analyze the first images of kindergarten students in Buleleng district. This article uses interpretive qualitative methods with the theory of art education, especially the development of children's art as formulated by Viktor L. Article comes to the discussion of visual elements and interpretive meanings. The visual element consists of the repetition of shapes, the painting of flat spaces, and the painting of stacked spaces. Interpretively the theme of these children's paintings is my home, and my surroundings.
 It can be concluded that this article1, the use of lines as the basis of geometry to give the impression of objects. 2, do not yet have space awareness. 3, interpretively the theme of the children's paintings of myself, my home, and my surroundings
 Keywords, my first painting, kindergarten student, Buleleng.

Student-led Communication and Participation Oriented Public Art Project Action Research Focusing on Art Classes in the Upper Grades of Elementary School

코로나 팬데믹으로 인해 협동 학습, 토의·토론 학습, 프로젝트 학습 등 상호의사소통을 기반으로 하는 수업이 오랜 기간 이루 어지지 못하고 있다. 이러한 상황에 주목하여 본 연구자는 미술 수업에서 학생이 주도하는 공공미술 프로젝트를 실시하여 학생들에게 활발히 소통할 기회를 주고 프로젝트 전 과정에 자발적으로 참여할 수 있는 분위기를 조성하여 참여와 소통을 위한 공공미술교육의 가치와 가능성을 보여주고자 하였다. 연구자는 교사인 동시에 프로젝트팀원으로 활동했으며 학생 모두 수평적 위치에서 프로젝트에 참여하여 자기 주도성과 책임감을 높일 수 있도록 하였다. 프로젝트 실행 기간은 2021년 12월 24일부터 12월 31일까지로 이 기간에 미술 수업은 7차시를 했고 전교생을 대상으로 한 교내 공공미술 프로젝트는 12월 30일~31일 양일간 개최되었다. 프로젝트를 준비하는 모든 과정은 학생들의 의사소통과 참여로 결정되고 진행되었으며, 이번 연구를 통해 초등학교 고학년 수준에 맞는 학생 주도적 공공미술교육의 가능성과 방법을 발견할 수 있었다. 본 연구가 초등학교 고학년을 위한 공공미술교육의 실천적인 방법을 제시하고 이후 공공미술교육 이론 정립에 기여할 수 있기를 기대 한다.Classes based on communication are not being conducted due to the corona pandemic. Paying attention to this situation, this researcher intends to show the value and potential of public art education by holding a student-led public art project that can enhance student communication and participation. In the project, the researcher was both a teacher and a member of the team, and all the students participating in the project acted as equal members of the team. The project execution period was from December 24 to December 31, 2021. During this period, art classes were held 7 times, and a public art project on campus for all students was held for two days. All the process of preparing the project was determined by the communication and participation of the students. In this study, it was possible to discover the possibility and method of public art education suitable for the level of 5th and 6th graders. It is expected that this study will provide a practical method of public art education and contribute to the establishment of public art education theory.

Implementation of Art Education Theory in the World of Education

Education in the future plays a fundamental role where the ideals can be achieved, this fundamental role includes intellectual intelligence, spiritual intelligence, and emotional intelligence. Bendara Raden Tumenggung Harya Suwardi Soerjaningrat known as Ki Hadjar Dewantara said that educational efforts are aimed at (a) refined mind, (b) intelligent brain and (c) healthy. These three efforts are efforts to form a complete human being physically and mentally, that is intelligent, healthy and noble character.Art education as an integral part of the education system tries to maintain the cultural characteristics of the nation in the midst of globalization that is symptomatic in Indonesia. Moreover, students who are the main actors in the world of education are the millennial generation. Various educational problems arise when faced with modernity. One of them is social media. They prefer to see and read social media than books. Education needs a new breakthrough so that the educational process can hit the millennial generation.The demands of development force us to balance needs and quality so that we are able to face the challenges. The flow of globalization that offers convenience in various ways makes human become complacent in a life that is practical, fast and instant. Certainly this is a challenge for the world of education, especially art education.For this reason, the use of concept maps in art education will support the occurrence of a meaningful learning process for students. Students will learn by connecting new paradigms that have been known previously, with concepts about art and the progress of the times that must be understood and mastered by students. In responding to the challenges of the times, creative and innovative (art) teachers are needed by utilizing all-digital technology media, so that the students can master the material quickly and optimally. The use of fun learning methods and extraordinary technological developments can create a conducive and enjoyable learning atmosphere.

МИСТЕЦЬКО-ПЕДАГОГІЧНІ ІННОВАЦІЇ ПРОФЕСОРА О. Я. РОСТОВСЬКОГО

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

Retraction Note to: Distribution of earthquake activity in mountain area based on big data and teaching of landscape design

From the perspective of big data, consistent with the social environment, this paper examines the importance of developing urban landscape design and explains the role and importance of big data in the development of landscape design. Taking city J as an example, this paper analyzes the current problems of urban landscape design from the perspective of theory and puts forward important planning strategies of landscape design based on big data. Then, using 273 newly measured magnetoelectric data in the study area, the data set covering the distribution of earthquakes in the mountainous area of J City in 2020 and the data set composed of four important parts of the eastern part of the fault zone in the second stage are generated. The cutting technology and magnetic induction vector analysis technology are used to analyze the electrical structure of the inspection area; the ModEM electromagnetic inversion imaging system is used for 3D inversion of different data and parameters of earthquake distribution in mountainous areas; finally, it is found that it is closely related to the geological conditions, physical characteristics, and deformation data of the area. Finally, in view of the problem that the theory of big data landscape design and Chinese college art education lags behind the social practice, this paper takes the main methods of landscape design research as the necessary research ideas and aims to analyze the current situation and shortcomings of professional teaching research, supplemented by the concept of sustainable development, so as to promote the improvement of teachers’ ability in the field of education and teaching.

Teacher Opinions and Perspectives of Visual Culture Theory and Material Culture Studies in Art Education

Teacher opinions and discussions about Visual Culture Theory and Material Culture in art education are examined in this paper. Both approaches were compared and evaluated within their contents and fundamentals. Visual Culture Art Education (VCAE) in art education, specifically, has been criticized as having a Neo-Marxist or Cultural Marxist agenda stemming from Critical Theory, nonetheless, it is also viewed as being just another recent Postmodernist approach. Being a controversial theoretical account, VCAE seems widely unknown and not understood in its conceptual frame among art teachers in Turkey. Its name also may have caused confusion. In this study, art teacher opinions of VCAE content, principles, applications and practices were collected through a survey questionnaire; and examined. Participants were 71 art teachers. A purposeful, convenient, random sampling method was employed to represent a population of art teachers from various backgrounds, with various experience levels, with educational experience from various universities, working at various geographical regions and towns in Turkey. The study was designed and structured as descriptive survey research. Analyses revealed that art teachers usually are not aware of the typical discussions about VCAE. Having been criticized as an ideologically rooted theory, the applicability of VCAE in Turkey seems controversial in many aspects.
 Keywords: visual culture, Modernism, DBAE, VCAE, critical pedagogy, Postmodernism, neo-marxism

Joseph Beuys and the Artistic Education: Theory and Practice of an Artistic Art Education, Carl-Peter Buschkühle (2020)

Review of: Joseph Beuys and the Artistic Education: Theory and Practice of an Artistic Art Education, Carl-Peter Buschkühle (2020) Leiden: Brill/Sense, 238 pp., ISBN 978-90-04-42454-8, p/back, €50.00

Metaphor as Creativity in Audio Descriptive Tours for Art Museums

In a previous corpus-based descriptive study, we concluded that a linguistic metaphor is a frequently used technique in audio description (AD) for art museums and proposed a set of categories to describe this resource. These results led us to compose increasingly creative and subjective ADs for a series of audio descriptive guided tours of art exhibitions carried out within the Words to See accessibility project. In the present study, the same categories are applied to the analysis of the ADs created for these guided tours. In these ADs, metaphors are used to describe both representational and abstract art, while some categories of deliberate metaphor are more frequently used to describe abstract works. These results are discussed in relation to our and other authors’ studies in this field, as well as to theories of art education and gallery teaching.

PKM Pelatihan Praktik Melukis Teknik Fresco Bagi Murid dan Guru Di Sekolah Dasar INPRES Unggulan BTN. Pemda Makassar

Presentation of material on the learning process of art education theory and art education practicum, whose behavior is directed at the method of presenting aesthetic concepts, creativity and work, adjusted to the level of ability of the students themselves. The connection in this case is to avoid the passivity of students during the learning process of fine arts education, through the presentation of educational media applied by the teacher will be a motivation to think creatively to apply freedom of exploration and freedom to express feelings and create real work in creating works. works of art in accordance with the structured assignment of subject matter from the teacher. The trend towards increasing teaching of fine arts education will benefit from being presented to formal educational institutions in an academic manner that is implemented at BTN's Inpres Featured Primary School. The local government of Makassar, regarding the learning process which has an innovative direction, both in the form of a presentation of basic theories and the practice of working in fine arts is quite a lot marked through the form of a teaching process that provides space for creativity, exploration, learning to work in Fresco technique painting, which of course begins with drawing learning exercises. sketches applied to students and teachers of the Inpres Unggulan BTN Elementary School. Pemda Makassar, so that students will experience a change from not knowing to knowing, through growth in attitudes and growth in thinking increasingly creative and intelligent

Royal Free School of Drawing by Jean-Jacques Bachelier: Development of Education and Craftwork in France

For the first time in Russian, the article reconstructs the history of the free school of drawing founded by the French artist and talented teacher J.-J. Bachelier (1724—1806); analyzes the charter and rules of this institution, its educational programs and practical activities; determines the role in the development of artistic craft in France. The article’s subject matter is multidisciplinary and is located at the intersection of the theory and history of art, art education and pedagogy. In view of the small number of comprehensive studies on the history of art education in France, this study expands the notion of it on the example of this educational institution. The school was opened in Paris at the initiative of J.-J. Bachelier for boys from the craftsmen environment. Although many different schools had been founded throughout France, the educational institution of Bachelier had special conditions of origin and a fortunate destiny — later it became part of the National School of Decorative Arts. From 1750, Bachelier became head of the Painting Department of the Vincennes (later Sevres) Porcelain Manufactory. According to his notes, his first concern was to make specialists. That is why he decided to organize a school where children were accepted from the age of eight and spent six years receiving the highest quality secondary art education of that time. Until now, Russian scientific literature has not paid enough attention to the history of French educational institutions in the field of art, despite the fact that France used to serve as a model for the whole of Europe in this regard. This article partially fills this gap, as well as provides a brief overview of other (less successful, but no less interesting) projects of J. Bachelier, for example, an art school for girls, the brilliant idea of which was never realized.

Plato and Aristotle’s Educational Lessons from the Iliad

Of considerable importance in Plato and Aristotle’s educational outlook on the arts was Homer’s Iliad. This paper draws out some of the perceived weaknesses and strengths of this epic poem as it relates to the arguments in Plato’s Republic and Aristotle’s Poetics. I will attempt to do justice to Plato and Aristotle’s differing perspectives on the Iliad and their critique of art educational theory and practice. I will show why two philosophers with very different thinking on art education can still significantly affect art teaching practice today.

What if we think of the classroom as a work of art? Performance, collaboration, and social engagement considered as pedagogic practices

This article brings into relation critical perspectives and practical tactics from a range of different fields—performance studies, visual art practice, pedagogy and educational theory, and activism and community organising—in order to create some space for re-imagining what might be possible within the dynamics of the Higher Education classroom. It proceeds through a series of speculative modes: ‘what if we think of the classroom as a market?’, which for many is the currently dominant metaphor under neoliberalist economies; ‘what if we think of the work of art as a classroom?’, which traces the recent ‘pedagogical’ or ‘educational’ turn in visual art practice; and finally, ‘what if we think of the classroom as a work of art?’, in which the creative impulses and tactics drawn from performance practices, activism and community organising, and socially engaged art are speculatively applied to the arts and humanities classroom.

Art Education Beyond Anthropocentricism: The Question of Nonhuman Animals in Contemporary Art and Its Education

In this article, I explore human relationships to nonhuman animals through posthumanism, contemporary art, and critical animal studies (CAS), offering perspectives for contemporary art education beyond anthropocentricism. I investigate the question of human–nonhuman animal relationships by discussing the ideas of posthumanism and speciesism as forms of discrimination, similar to other forms of oppression. Challenging the grounds of discrimination leads to a better understanding of human relationships with nonhuman lives. Given the environmental, ecological, ethical, and social justice concerns of our current times, I argue that posthumanism and CAS offer a specific entry point for contemporary art education theory and practice. Humanist understanding and superiority over nonhuman animals are problematized through discussing artwork by four artists. The discussion concentrates on how art education might become an important site through which to challenge the issues of animal subjection and human relationships with the other inhabitants of this planet.