Use Of Visual Arts Research Articles

Sekvencie v životnej trajektórii adolescenta

The paper describes the use of visual arts in group and individual work with adolescents. The life trajectory is described through artwork with the generation of moments (sequences) in relation to the adolescent's experience. The authentic expressions of the adolescents within the research remain a unique opportunity to gain insight into their experiencing within verbal and artistic projection. The given facts provide a basis for action art making in the further continuation of research oriented towards the use of action art during adolescence.

‘Connection Rather Than Output’: Reflections on the Role of Art Workshops in Qualitative Research With Women in Prison

This paper offers a reflective account of delivering art workshops in women’s prisons in England, as one method in a larger, qualitative study around the role of food in prisons. We present reflections around the role of art workshops in building relationships and community between the researcher and the participants, and the participants themselves. We found that building connection through art workshops, in a hostile and challenging environment like prison, enabled us to gather richer and deeper data during the qualitive interviews that succeeded the art workshops. We propose that attention from researchers to the ‘unintended consequences’ can contribute to research projects which are impactful for both the participants and researchers. This paper addresses gaps in literature around the use of visual art as method in women’s prisons and the role of arts-based methods in larger qualitative research projects in secure settings.

Art and activism in medical education: a modern necessity

Artivism is the use of visual art to promote activism and foster meaningful action and change. This commentary argues that artivism should be embraced and utilised more consistently in medical education and healthcare advocacy related efforts. A brief history of artivism, rationale for use, and one approach for implementation based on the author’s experience is shared.

Earth System at Risk: Challenging Environmental (In)Justice

Earth System at Risk: Challenging Environmental (In)Justice

Art therapy with military families: The animal strengths and family environment directive

Military families are resilient but are impacted by service member’s deployments, combat exposure, injuries, and other stressors such as frequent moves. These factors affect the entire family, and in turn family dynamics influence injured service members’ capacity to heal. Art therapy is a regulated mental health profession that incorporates the use of visual art to address psychological and rehabilitation treatment goals provided by qualified art therapists and has been used with military families in health settings for over 70 years. Through art therapy, military families can find new ways to communicate with one another in developmentally appropriate ways. This article describes the process of the Animal Strengths and Family Environment (ASFE), an art therapy directive designed to meet the needs of families of service members recovering from effects of traumatic brain injuries (TBI) and post-traumatic stress disorder (PTSD). Case vignettes are presented illustrating the use of the ASFE, describing how two military families identified character strengths through animal metaphors, and created visual artwork to discover and express these strengths, roles, and needs. The authors contend that this process is useful in mapping family dynamics to increase communication which ultimately fosters family resiliency. Continued research is needed to better understand possible outcomes of art therapy directives with military families.

Appreciating visual arts may not foster medical diagnosis skills

Background: This article examined intervention studies that used appreciation of visual arts to foster observation skills and discussed their effectiveness in making accurate diagnoses in terms of expertization. Methods: In order to collect journal articles and academic books (written in English) on empirical intervention studies that examined the use of visual arts for cultivating observation skills in health professionals’ education and training, the author first targeted articles that had been included in previous systematic reviews. In addition, they conducted a manual search. From this body of literature, the author selected studies that objectively measured observation skills only through the appreciation of visual art. They collected and read around 300 articles and selected 12 studies after applying the inclusion and exclusion criteria. Results: This article revealed no concrete evidence on whether appreciating visual art contributes toward an accurate diagnosis. Extant studies determined that such appreciation facilitates the observation of more visual features and a detailed view over time. However, they did not confirm the positive effects of appreciating visual arts on an accurate diagnosis. This article also confirmed that such appreciation does not reduce misdiagnoses or develop tolerance toward ambiguity that prevents premature closure. Moreover, the transfer of observation skills from one context to another is unlikely to be as successful as the intervention studies had intended. Conclusions: For fostering diagnostic skills, providing students with many instances of medical cases and appropriate knowledge to evoke implicit learning for extracting subtle differences in the cases, should be prioritized over visual art appreciation. On the other hand, such appreciation may foster verbalization skills and understanding or extraction of the patient’s background and context. These competencies may cultivate teamwork and perspective-taking, indirectly leading to an accurate diagnosis.

493 The use of visual arts to teach complex ideas on non-binary sex/gender traits and identities.

OBJECTIVES/GOALS: Recent scientific discoveries show that human sex determination and differentiation is a spectrum of developmental processes and that sex/gender traits and identities not always fit binarity. This study aims to determine whether the visual arts can effectively transmit these complex scientific ideas on sex and gender variance. METHODS/STUDY POPULATION: A one-hour lecture for undergraduate students enrolled in a behavioral neuroendocrinology course included 17th century Spanish paintings and representative work from contemporary LGBTQIA+ artists in photography. Pre and post self-evaluation was conducted through five multiple choice questions. Chi Square test was employed for statistical analysis, which required elimination of no responses from item analysis. Statistical significance was defined as p value < 0.05. Three artistic images and two scientific images were included in the questions. Acquisition of content-specific knowledge on diverse body configurations, differences of sex development (DSD), transsexuality, histopathology of the gonad and neuroanatomy of the hypothalamus was evaluated. RESULTS/ANTICIPATED RESULTS: Twenty students completed the online pre- and post-test. We found that a 17th century Spanish painting was effective at making the distinction between transsexuality and intersexuality (p < 0.0005). Similarly, an artistic image that reinterprets the Vitruvius Man was effective for presenting the argument that diverse body configurations does not imply clinical pathology (p < 0.0001). Last, a scientific image showing the histopathology of an ovotestis was effective for introducing undergraduate students to diagnostic criteria for DSD (p < 0.02). No significant differences were found in the use of an artistic photograph depicting a young female to male transsexual individual nor in the use of a scientific image showing the neuroanatomical localization of the hypothalamus. DISCUSSION/SIGNIFICANCE: The learning of complex scientific concepts on human sex determination and differentiation can be affected by preconceived ideas, values, and attitudes towards sex and gender variance. The visual arts can provide a familiar ground of understanding between teachers and learners to transform such preconceptions.

The Application of Art in the Enhancement of Speaking Skills in Greek State Primary School Students of Pre-A1 Level

The findings show that visual arts-based instruction positively impacts learners' oracy abilities, vocabulary development, and formulaic assimilation. Art has always been a potent medium for teachers of all subjects contributing to learners’ social, emotional, intellectual and physical evolution. However, it often becomes subjugated and considered as unnecessary and extracurricular. The particular research aims at exploring the ways Art can be integrated into the first grade of Greek State Primary School curriculum for English language learning and exploited for the benefit of young learners. More specifically, this research aims to investigate whether art, and particularly visual arts, can emerge as an invaluable tool which will enhance instruction for the learning of English as a foreign language, thus triggering motivation which will lead to young learners’ enhancement of their speaking skills. In addition to this, this research explores the effects of visual arts-based instruction on vocabulary, and language chunks development, through young learners’ engagement in a number of multisensory tasks deriving from works of art presented to them. For this reason, action research was carried out among thirty-two first grade learners of a state primary school in Greece, who were divided into two groups, a control and an experimental group. The information obtained through both quantitative and qualitative tools of data collection will be exploited for this research as they can prove that the participants of the experimental group improved substantially concerning all the three variables compared to the participants of the control group. The results of this small-case research cannot be disregarded as they indicate that the use of visual arts can have a considerably positive effect on young learners’ receptive and productive oracy skills.

The Implementation of Visual Art in Counseling to Help Client Revealing the Internal Condition

The counseling process needs to involve the disclosure of information from the client as an individual who needs help. Some clients find it very difficult to disclose information regarding their experiences, thoughts, and feelings about the issues. A counselor needs to have a creative way of supporting clients to achieve good self-disclosure. The use of visual arts in counseling is very useful as a tool for clients to express their thoughts, feelings, and experiences which are then reflected on both personally by the client or with the help from the counselor. The purpose of this article is to examine the basic knowledge of visual arts in the counseling process. The literature review used several databases such as Google Scholar and Google Books as well as well as other supporting sources. The results of the study show that visual arts are useful in helping clients reveal the information that is needed for the counseling process.

The characteristics of critical realism in Alexander McQueen’s fashion collection

In this study, the artistic background and formative nature of representative 19th century realist artists Gustave Courbet and Honore Daumier were analyzed and applied in a fashion context. By displaying representational desires (necessary adhesions of man and society) in their work, they became characteristic matrixes of critical realism and to perceive critical realism. The purpose of the study was to apply the characteristics of critical realism to the contemporary fashion collections of Alexander McQueen. Research was conducted to analyze the characteristics that appear in the field of fashion and to review methods of expression and internal aesthetics displayed through various aspects of fashion design. Characteristics of critical realism were analyzed by researching the formativeness and periodical background of the paintings of Courbet and Daumier. Based on these characteristics, analysis was conducted to identify critical realism in the fashion collections of Alexander McQueen. Data and scope included fashion information sites, internet photo data, and video material. Critical realist characteristics were categorized into five types as follows: ‘The proper borrowing of extremely realistic subjects signifies’, ‘satirical reconstruction and narrative composition’, ‘antipathetic distortions and abject representations’, ‘critical reproductions based on technology’, and ‘the maximization of ambivalent sexuality’. It was concluded that the characteristics of critical realism (recognized by the common formation of Courbet and Daumier) also appeared in Alexander McQueen's fashion collection but were inherited in a form that transcended pictorial expression due to the overall difference in use of visual arts.

Visual Arts in Children's Hospitals: Scoping Review.

The purpose of this work was to review scientific publications related to the use of visual arts in pediatric hospitals. Visual arts, particularly painting, have historically played an important role in the design and atmosphere of healthcare spaces, especially hospitals. From 2000 to 2019, 79 publications located in relevant databases and manual searches were identified and analyzed. Sixty of these publications include empirical studies and 19 theoretical models, comments, or reflections on the use of art in children's hospitals. Their analysis allows us to differentiate four groups of works: (a) "environmental" includes works whose purpose is to know how visual artistic interventions in the hospital can affect the people who see them, mainly pediatric patients, families, and health workers; (b) "participatory" includes studies aimed at knowing the effect of developing visual arts activities in the hospital; (c) "exploratory" includes works whose purpose was to know more about the children's perspective using their artistic expressions; and (d) "diagnostic" includes those that use children's drawings as a tool to diagnose diverse processes related to the pediatric patients' experience. Taken together, the works we analyzed in our study support the use of visual arts in hospitals as a resource to enhance the well-being of children and families and their experience in the hospital. We indicate two particularly relevant aspects in this sense: the importance of the visual arts in improving the symbolic quality of hospitalization settings and the communication processes that occur in these environments.

Art-Integration in Computational Thinking as an Unplugged Pedagogical Approach at A Rural Sarawak Primary School

Purpose – Promoting Computational Thinking (CT) in education has become an interest among scholars to develop CT skills to promote critical thinking and problem-solving skills among young people. However, it remains a challenge for Malaysian educators to teach CT at school, especially in rural primary schools. The purpose of this study is to explore the use of visual art in learning the problem-solving process and as an unplugged approach to involve learners in computational thinking. Methodology – This study employed qualitative exploratory method to understand the use of visual art as a pedagogical tool for young learners to manifest CT. Twenty-two Primary 4 and Primary 5 students, aged 10 to 11 years old, were chosen as the participants of the study. The participants are from an indigenous community of Sarawak Penan, who used to be nomadic. We used on-site observation to collect qualitative data. The content analysis method was also used to examine classroom activities and participants’ task outcomes. Findings – Through the art-making experience and unplugged approach, the participants were able to Illustrate their ability to grasp essential concepts of computational thinking – abstraction, decomposition, and algorithms. The CT activities conducted were simple, manageable, and easy to understand. The findings have shown that implementing the art-integration approach in computational thinking suited the needs of the young novice rural learners. The approach was found to be accessible for the local teachers, as it eases the burden of copious preparation and implementation. The approach enabled the teachers to overcome common comprehension problems when relating new foreign concepts to young learners staying in remote rural regions. During the drawing activity, researchers have observed that male students performed better in drawing and abstraction skills, while female students performed better in recognising patterns and colours. Significance – The findings will help remote rural teachers to reflect on attempts to teach and improve CT instruction using non-computerised materials and incorporate art into other subjects. Our work contributes to the pedagogical strategies that link foreign concepts to indigenous ways of knowing, through the introduction of an unplugged approach and art-integration into the presentation of new learning content. Our work has illustrated how important it is for remote rural teachers to find the right balance between explanation and demonstration of visual worked examples.

Art-Integration in Computational Thinking as an Unplugged Pedagogical Approach at A Rural Sarawak Primary School

Promoting Computational Thinking (CT) in education has become an interest among scholars to develop CT skills to promote critical thinking and problem-solving skills among young people. However, it remains a challenge for Malaysian educators to teach CT at school, especially in rural primary schools. The purpose of this study is to explore the use of visual art in learning the problem-solving process and as an unplugged approach to involve learners in computational thinking. This study employed a qualitative exploratory method to understand the use of visual art as a pedagogical tool for young learners to manifest CT. Twenty-two Primary 4 and Primary 5 students, aged 10 to 11 years old, were chosen as the participants of the study. The participants are from an indigenous community of Sarawak Penan, who used to be nomadic. We used on-site observation to collect qualitative data. The content analysis method was also used to examine classroom activities and participants’ task outcomes. Through the art-making experience and unplugged approach, the participants were able to Illustrate their ability to grasp essential concepts of computational thinking – abstraction, decomposition, and algorithms. The CT activities conducted were simple, manageable, and easy to understand. The findings have shown that implementing the art-integration approach in computational thinking suited the needs of the young novice rural learners. The approach was found to be accessible for the local teachers, as it eases the burden of copious preparation and implementation. The approach enabled the teachers to overcome common comprehension problems when relating new foreign concepts to young learners staying in remote rural regions. During the drawing activity, researchers have observed that male students performed better in drawing and abstraction skills, while female students performed better in recognising patterns and colours. The findings will help remote rural teachers to reflect on attempts to teach and improve CT instruction using non-computerised materials and incorporate art into other subjects. Our work contributes to the pedagogical strategies that link foreign concepts to indigenous ways of knowing, through the introduction of an unplugged approach and art-integration into the presentation of new learning content. Our work has illustrated how important it is for remote rural teachers to find the right balance between explanation and demonstration of visual worked examples.

AESTHETICS INPUT OF MURALS AND ENVIRONMENTAL SCULPTURES IN THE BUILT CITY OF LAGOS

There is a conscious effort to improve aesthetics, using visual arts to beautify the city of Lagos like other cities of the world. This study examines aesthetic characteristics of selected visual artworks in form of sculptures and murals erected at strategic places in the city of Lagos with a view to understand their aesthetic functions and socio-cultural relevance in the environment. Using qualitative art historian method, the study employed field investigation for getting useful information for the study; while photograph of selected works were critically analysed, using symbolic reality, unity of fascination and aesthetic appraisal. The study justifies reasons for appraising the use of visual arts for the beautification of Lagos city; it identifies and presents values of visual arts, in the society.

Influencing Social and Emotional Awareness and Empathy with a Visual Arts and Music Intervention for Adolescents

Abstract Art and music create a powerful presence in the lives of youths. Skills gained from participating in the arts can better facilitate social and emotional learning (SEL) such as improving goal setting, increasing empathy, building relationships, and improving decision making. Connect with Kids, an SEL program that focuses on social and emotional skill building through the use of visual arts and music, was implemented in an urban high school in the Northeast. A total of 304 high school students participated in the study. Students from eight classrooms received the intervention (n = 143); students from another 10 classrooms (n = 161) comprised the comparison group and did not receive the intervention. The average youth was 14 years old, white, and female. Results indicated that the Connect with Kids program increased positive social and emotional behaviors among students compared with the comparison group. Examining the implications of the intervention advances gaps in the literature on SEL programs, supports integrating SEL programming on music and art in schools, and promotes continued program evaluation of unique SEL programming specifically for high school students.

Use of Visual Arts in Facilitating the Speaking Skills of Students

Aims: This study examined visual arts activities as means of enhancing speaking abilities of students. It also explored how the participants find the use of visual arts activities as strategy; how visual arts activities in English class were conducted; and what suggestions the participants can offer to improve the conduct of visual arts activities.
 Study Design: This study used the qualitative method particularly the phenomenological approach.
 Place and Duration of Study: The study was conducted in Davao del Sur State College, Digos City. It was conducted during the first semester of 2019-2020.
 Methodology: The 20 participants were purposively chosen. They were grouped into four focus groups. Interview guide-questionnaire based on the research questions was the main instrument used in obtaining the information.
 Results: The use of visual arts in English language class was interesting and effective. The student-participants found the strategy interesting because they were able to express their ideas by looking at the images. They were able to formulate sentences instantly. Importantly, giving clear instructions on what to do and allocating appropriate time to gather their thoughts; learners were able to formulate ideas and confidently share their answers to the class. The learners suggested that speaking activities through visual arts strategy may be improved if language teachers use colorful arts; consideration of time to think; regular conduct of the strategy; allow brainstorm with other students before they are asked to speak; and everyone should be allotted time to speak. The suggestions imply that the students favor and willing the use of visual art in their speaking activities.
 Conclusion: The appreciation of students on the use visual arts in enhancing their speaking abilities is a clear manifestation that visual arts is an effective tool in encouraging students to speak. The reason why students appreciated visual art is the motivation it provides. The visual effect of art to the students ignites and challenges them to formulate words. Thus, the use of visual art activities transform the students from uninterested to interested, from passive to active, from blunt to critical thinker. On the other hand, clear instructions to the students allow them to carry out the task according to the expected output. Moreover, time is a key element for learners to formulate well-thought answers. Hence, teachers may give provisions for time. Likewise, students clamor that visual arts should be colorful so that they could appreciate the art. However, they may not be relevant because the visual meaning does not depend on color. Interestingly, the results of study lead the English teachers to think of possible actions so that the conduct of speaking classes using visual arts may be improved. Authentic visuals arts which depict historical significance may be utilized. It may not only let the learners appreciate history but also develop cultural attitudes. Teachers may also provide and explain a speaking rubrics before the students do the task. This makes the learners informed and allows them to strategize. Lastly, teachers may also consider thematizing the visual arts so that learners become more interested and engaged.

The Use of Visual Art as an Alternative Learning to Develop Storytelling Ability of Elementary School Students

This study aimed to perceive the use of visual art as an alternative learning to develop storytelling ability of elementary school students. Storytelling for children is very important because by telling stories their brain will register certain stories and events that have occurred, give moral messages and can strengthen the power of memory brain. Visual art is used as their learning media, so their ability to tell stories is more fun and creative. This study uses qualitative methods, the data was collected using observation sheets, interviews, and documentation. The population of the study were 66 students, class of IV Parung Bingung Elementary School 1 in Depok. The sample taken were 15 students. Based on the results of the study it can be seen that students can easily tell stories using visual art media in the learning process. Sharpening their storytelling ability can be used as a media to develop students’ personalities and moralities at such young age, so that it creates communication that is harmony between parents and their children at home and teachers will be helped in the learning process so that the purposes of the study is within reach.

Indigenous agency through visual narratives in the Sierra Nevada de Santa Marta, Colombia

Abstract This article focuses on the Wiwa community in the Sierra Nevada de Santa Marta, Colombia. This community has been reviving its traditional music as part of an effort to reconstruct its social network. Moreover, its members have recently embraced visual arts as a versatile medium in the context of the armed conflict. The local community of Siminke has started using visual tools not only to explicitly address their social and political issues on a regional level, but also to develop a new cultural space for self-expression and social (re)construction. Video and photography are being used here to preserve a cultural knowledge traditionally transmitted from generation to generation, a process disrupted by the armed conflict in the region. Methodology encompasses communicative methods such as interviews, visual analysis and photo-elicitation in order to understand and highlight the community’s internal perspective on the use of visual arts to reinforce their agency in pursuit of political goals.

USING VISUAL ARTS TO ENHANCE ENGLISH POETRY COMPREHENSION FOR ENGLISH LANGUAGE AND LITERATURE STUDENTS

Poetry as a genre of literature is required subject for students of English Language and Literature in Higher Education in general. However, compared to other genres such as drama and prose, poetry is often found as the most challenging subject to teach and to learn. Even though English poetry has been taught in many non-native countries for many years, traditional approach which is textual has dominated the teaching of poetry in classroom. Based on the experience and knowledge, the writers found that the problem of learning English poetry for foreign language students is due to its complex language and infamous interest amongst the students as well as the teachers. Therefore, the teaching of poetry should enliven the learning atmosphere and envision the figure of speech of the poem, which are commonly found to be difficult to be done by the students. According to D.H. Kehl, there is somehow interconnection between poetry and visual arts. Poetry and visual arts have almost the same characteristic in conveying arts. Poetry use verbal imagery while painting use visual imagery. Considering the existing connection of the two aspects, this library research study proposes the use of visual arts in order to enhance students’ comprehension of poetry given in classroom.

"I Left the Museum Somewhat Changed": Visual Arts and Health Ethics Education.

A common goal of ethics education is to equip students who later become health practitioners to not only know about the ethical principles guiding their practice, but to also autonomously recognize when and how these principles might apply and assist these future practitioners in providing care for patients and families. This article aims to contribute to discussions about ethics education pedagogy and teaching, by presenting and evaluating the use of the visual arts as an educational approach designed to facilitate students' moral imagination and independent critical thinking about ethics in clinical practice. We describe a sequence of ethics education strategies over a 3 year Doctor of Physiotherapy program, focusing on the final year professional ethics assessment task, which involved the use of visual arts to stimulate the exploration of ethics in healthcare. The data (in the form of student essays about their chosen artwork) were analyzed using both thematic and content analysis. Two key themes centered on emotional responses and lateral thinking. The use of artwork appeared to facilitate imaginative, emotional, and conceptual thinking about ethics and clinical experience (both past and future). This study provides some evidence to support the effectiveness of the use of the visual arts in promoting students' recognition of ethical dimensions within their clinical experience and reflection on their emerging professional identity. As one student noted, she left the museum "somewhat changed."