Visual Arts Education Research Articles

Exploring Hybrid Learning Formats in a Nordic Master’s Programme in Visual Studies and Art Education

This paper reports from a project in progress that aims to develop a hybrid learning format that is sufficiently flexible to accommodate collaborative situations between students and teachers on two campuses and in collaborative situations off-campus. The project explores a current co-teaching opportunity that AAU and Aalto University are facing due to the start-up of the new Nordic joint degree master's program Visual Studies and Art Education (NM NoVA). A new physical space has been established at the AAU Copenhagen campus, that digitally facilitates a video-mediated, synchronous learning environment and a similar facilitation is accessible at Aalto University. Teachers and researchers join into a collaboration and conduct the project drawing theoretical knowledge generated in the field of synchronous learning formats and from research in the particular subject related field of digital technology and visual arts education. Furthermore, the project uses the participants’ practical experience from engaging in different synchronous learning formats shared and informed by discussions with peers. Inspired by Design-Based Research (DBR), researchers actively engage in the problem analysis, design, implementation, and analysis of the hybrid learning format. Rich descriptions of the program's evolution are obtained through participant observations, interviews, and a "photo-safari" capturing interactions among students, teachers, and technology.Analytically, the study explores the hybrid format as an enactment of space beyond geographical constraints, drawing inspiration from the concept of "apparatus" within new materialism. Three analytical themes emerge: knowledge-building practices, community-building practices, and longitudinal aspects, providing insights into how the hybrid format impacts collaboration, engagement, and the evolution of educational spaces. Preliminary findings reveal the diverse orientations and pedagogical discussions that emerge within these hybrid spaces, challenging the traditional notion of a "third space" and paving the way for new conceptualisations. The project anticipates further exploration of interdependencies within third spaces and the dynamics of student and teacher bodies within this evolving educational landscape.

Visual Strategies in (Visual Arts) Education: A Critical Perspective on Reading and Making Images

This study takes its point of departure from a nationwide project called Visual Storytelling and the Art of Reading Images carried out in Sweden between 2019–2020. This national project, implemented by Läsrörelsen (The Reading Movement Association), aimed to develop the professionalism of educators and visual art teachers by offering an in-service training day to enhance their competence in visual storytelling and image interpretation. The aim of our study, which uses material from the project, is to contribute knowledge regarding the role of visual culture and visual strategies in school, particularly in visual arts education. The role of visual culture in education is to develop a critical perspective on images and cultural ways of seeing and making images. This approach involves focusing on the global and digital visual culture of young people’s daily lives and working on societal issues. Through teaching and learning how to analyse and discuss contemporary, complex images with others, as well as expressing oneself and communicating through image making, the use of visual strategies can bring pupil’s different opinions, thoughts, and feelings to the fore.

Documentation of the Socio-Cultural Significance of Artefacts in Sefwi Bekwai Palace in Ghana

Documentation of artefacts is a great avenue for recording the relevance of the works in the lives of the people. This would also help in improving the care and maintenance of artefacts. This study thus aimed at unfolding the philosophical foundations of the traditions and culture of the people of Sefwi Bekwai located at the Sefwi Bekwai palace in the Western North Region of Ghana. The artefacts made in different kinds of materials project the religious, political, social, economic and medicinal roles that these works play in the Sefwi Bekwai culture. The study was ethnographic research under the qualitative research approach. A total of 30 study participants were purposively sampled and interviewed with the help of a semi-structured interview guide. The study participants included chiefs, linguists, and elders of Sefwi Bekwai, art experts and visual art teachers. The study revealed that the artefacts are used as mediums of worship to satisfy religious needs; to bridge the gap between people and their ancestors; to act as dwelling places of the deities, ancestors, and other spiritual powers; to seek protection and good luck; to serve as a bond of unity, kinship, and belongingness; to express beliefs in bad force, death, and the afterlife. The study contends that documentation of artefacts in palaces is crucial for safeguarding and propagating the rich cultural heritage of a people to generations. Keywords: Art Forms, Palace Artefacts, Sefwi Bekwai, Ghanaian Chieftaincy.

Creative Visual Arts and Biology Processes: Examining Emergent Bi/Multilingual High Schoolers Meanings

This case study research examines how emergent bilingual and multilingual high school students construct meanings while engaging with objects during a biology lesson that integrates visual arts. Drawing on the theoretical framework of Symbolic Interactionism (SI), the study focuses on "Artistic Reformatting to Represent Interdependence among the Structures and Functions of an Animal Cell." By investigating the connections between the students' interests, beliefs, memories, and objects, as well as their social interactions with peers, friends, family, and others, the research uncovers the ways in which meanings are constructed. While visual arts integration is common in academic content, little attention has been given to its potential to support meaning-making among emergent bilingual and multilingual students. The findings of this study highlight the importance of adopting a holistic approach to visual arts education that emphasizes contemporary strategies, enduring ideas, and social interaction in engaging with content. These insights suggest that educators can enhance their teaching methods and create meaningful learning experiences for bi/multilingual students by incorporating these approaches. The study underscores the significance of visual arts in fostering personal connections and deeper comprehension of academic content among diverse student populations, ultimately promoting a more inclusive and effective educational environment.

Art as a Basic Factor in the Formation of Key Competences in Adolescents

This article reflects the author’s views on the significance of art, in its integral entirety, as a basic factor in the formation of key competences in children and students. The concepts of competences, abilities, education through art, as well as the specific goals of visual art education in the various educational stages indicated in the normative documents – from preschool education to high school education – including the areas of competence for each of them are considered. Keywords: art, key competences, abilities, areas of competence

UTILIZING MIND MAPPING TO ENHANCE WRITING SKILLS AND CULTURAL UNDERSTANDING THROUGH CREATIVE WRITING WORKSHOPS

Abstract: This community service project is a collaboration between the Faculty of Language and Arts, Jakarta State University, and the Cisaat Village Government, initiated by the English Literature Program in collaboration with the Visual Arts Education Program of the Faculty of Language and Arts, Jakarta State University. This community service project was conducted in Cilimus Village with the aim of enhancing participants' writing skills and their understanding of their own culture through a cultural knowledge strategy via creative writing training based on local wisdom, employing the technique of mind mapping. The subjects of this community service project were 17 students from Junior High School and Senior High School. The mind mapping technique was applied as a tool to organize ideas from Cilimus Village into creative writing pieces. The evaluation of the writing was carried out using a narrative writing rubric based on the Common Core State Standards (CCSS) W.7.3, assessing students' abilities in effective and comprehensive narrative writing. The evaluation results showed an increase in the number of participants who achieved a minimum score of 20 points, totaling 80% of all participants. The outcome of this community service project is creative writing by the young generation of Cilimus Village that reflects the cultural values and uniqueness of Cilimus Village, contributing to the preservation and promotion of Cilimus Village's cultural heritage.

Supporting Multilingual Learners: A Pilot Survey of Art Teachers

Multilingual learners’ (MLs’) access to a rich arts curriculum is often overshadowed by their need to learn English and “core” content. Yet MLs should have equitable access to arts education alongside their monolingual peers. An important avenue for offering this access is teacher preparedness. This study reports on a pilot survey of preK–12 visual arts teachers regarding their beliefs about and practices with MLs in the arts classroom. Survey items from four different scales measuring culturally and linguistically responsive teaching and beliefs were adopted. The responses of 26 teachers illustrated generally positive beliefs, practices, and confidence, but variation among respondents was high. Patterns in the data point to interesting future steps in the work, including the need to examine why teachers who had undergone training on teaching MLs were less confident in their ability to teach this population.

ANALISIS KEPERLUAN: PEMBANGUNAN PENDIGITALAN PEDAGOGI MUDAH ALIH PENDIDIKAN SENI VISUAL SEKOLAH RENDAH

Needs analysis study was conducted to see the need for the development of pedagogy digitization mobile applications for Primary School Visual Art Education. Pedagogy digitization based on Information and Communication Technology as a medium for delivering digital learning. The digitization of pedagogy is in line with the development of the current era of globalization of education in line with Industrial Revolution 5.0. The learning medium is based on mobile applications that can spark students' interest in teaching and learning by applying interactive multimedia elements in the delivery of learning materials. The purpose of this study is to analyze the need to develop pedagogical digitization mobile applications for the subject of Visual Arts Education in Primary Schools. This is in the form of a quantitative study using a questionnaire instrument. The respondents of the study consisted of 300 Visual Arts Education teachers who teach in primary schools. The data obtained was analyzed descriptively using SPSS software to measure the need for the development of mobile pedagogy digitization from the perspective of knowledge level, the level of frequency, the level of skill and the level of need. The results of data analysis show a high interpretation of the need for the development of a mobile pedagogical digitization application for Primary School Visual Arts Education to meet the challenges of the digitalization era of education. The impact of the study shows that the digitization of mobile pedagogy integrated with technology for the subject of Visual Art Education in Primary School can have a good impact on students and teachers.

Exploring Innovative Approaches and Interventions to Address Misconceptions and Promote Effective Visual Arts Education in Secondary Schools in Ghana

Visual arts education is important in developing students’ creativity, critical thinking, and cultural awareness. However, in Ghana, visual arts subjects at the secondary school level often need help with challenges such as lack of resources, large class sizes, and misconceptions about the value of art education. This study aimed to explore innovative approaches and interventions that could address misconceptions and promote effective visual arts education in Ghana’s secondary schools. A qualitative document analysis and thematic analysis were conducted. Relevant policy documents, national curriculum frameworks, and previous research studies related to visual arts education in Ghana were analyzed to identify existing challenges, opportunities, and recommendations. Key emerging themes included misconceptions about visual arts subjects, lack of resources, training for art teachers and large class sizes that do not augur well for hands-on learning. The analysis also identified recommendations such as integrating visual arts across the curriculum, promoting art exhibitions, and leveraging community resources and partnerships to support visual arts programmes. This study provides insights into existing challenges in visual arts education in Ghana’s secondary schools and highlights innovative approaches that could help address misconceptions and strengthen visual arts programmes. Integrating visual arts across subject areas, promoting art exhibitions, improving teacher training, and leveraging community partnerships may help promote effective visual arts education.

Defining the Collaborative-Constructivism Based Learning and Teaching Approach in Malaysian Primary Schools in Supporting the Hybrid Learning of Visual Arts Education: A Fuzzy Delphi Method Study

Education in Malaysia has undergone transformation and reformation over decades to meet contemporary needs. In the era of Industrial Revolution 4.0 (IR4.0) has brought direct impact to the field of education, as a steppingstone for generating future workforce. To meet these demands, 21st century learners who have the potential to shape a competitive future nation by possessing 21st century skills: critical thinking, creativity, collaboration, and communication. Therefore, the transformation in learning and teaching practices is necessary following the rapid development in information, communication, and multimedia technology. Even now, Malaysian mainstream educators continually report that they need better understandings and knowledge to be proficient in supporting individualized, personalized, and differentiated learning to stimulate the improvement of learner-centred learning, not the traditional teaching and learning process with teacher-centred. This study upholds a new defining on current learning and teaching practices-based collaborative and constructivism in supporting hybrid learning of Visual Arts Education (VAE) to improve the quality of learning and develop learners holistically equipped with 21st century skills needed in this century. This study focuses on utilizing the Fuzzy Delphi method to achieve a consensus on the elements of hybrid learning practices based on the theories of collaborative and constructivism for VAE. The findings identify a comprehensive and clearer framework for the educators with a guideline covering the learning outcomes, learning contents, delivery strategies and forms of assessment that are key for educators in hybrid learning practice for VAE. It offers a versatile judgement, clearer framework, and better structured prospect to help facilitate learning process for the learners to enhance their knowledge and skills, and competencies, as well as help the educators have better readiness and clearer role alignments.

‘Becoming a work of art’ revisited: Ecologies of collaboration in tertiary visual arts education1

Collaboration continues to be a growing focus of teaching, learning and research in university art departments. We are also witnessing a turn towards ecological and multispecies approaches in contemporary arts practice and education across the university sector and creative industries. In this revisitation of our earlier work, we ask how the transition into ecological understandings of collaboration might disrupt and reorientate humanist ontologies of visual arts education in the university. We draw on posthumanist and new materialist theories to reconceptualize collaboration in ways that are responsive to the ecological entanglements that comprise a work of art under current climatological and biodiversity crises. From there we develop a cartographic analysis of collaborative works of art in the making, drawing on a year-long participatory study with third-year undergraduate art students. In the final section we revisit our proposition for ‘becoming a work of art’ through more-than-human collaboration and explore the implications of this concept for speculative pedagogic practice and curriculum making in arts education.

Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects

ABSTRACT This study compared visual art teachers’ experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their experience of generic dilemmas was compared with experiences of non-arts teachers, as found in literature. Results show, on average, art teachers experienced considerably more dilemmas than non-arts teachers. No conclusive evidence was found for more frequent, or stronger experience of arts-specific dilemmas. Our data does, however, concur with descriptions of art teacher identity dilemmas found in qualitative arts education research, suggesting that some generic early-career dilemmas may become conflated with subject-specific concerns. For example, art teachers may focus more on students expressing their emotions than other teachers. In uncovering how these teachers might use subject-specific framing when interpreting generic dilemmas, this research invites teacher educators to consider how the subject one teaches may have deeper, and more complex connections to early-career dilemma experiences than previously recognised.

The impact of information needs satisfaction on the creativity of visual art teachers

PurposeThe aim of this study is to investigate how the information needs satisfaction of visual art teachers affects their creativity. Visual art teachers’ information seeking behaviour and specifically the association of information needs satisfaction with creativity has been an understudied area, despite competent information seeking being considered essential for high quality practices of art teachers.Design/methodology/approachA questionnaire survey was developed addressing the information seeking behaviour of art teachers, informed by Wilson’s model (1981), including visual art teachers’ information needs, information resources, obstacles faced while seeking information and the perceived impact of information needs satisfaction on visual art teachers’ creativity.FindingsThe study included 298 visual art teachers in Greece. The results demonstrated that the key information needs of art teachers were mainly related to materials’ properties, techniques for creating artwork and artwork promotion methods. Online information sources were the preferred sources of art information, followed by colleagues, personal collections and visits to galleries and museums. Our study identified lack of time, lack of specialized libraries and copyright, as the main barriers to information seeking.Originality/valueInformation about art plays a substantial role in visual art education, while visual art teachers’ information needs satisfaction positively influences their creative endeavours. There is a need to further explore the digital information needs of visual art teachers.

Mc-TCIM: the integration of Aboriginal and Borneo traditional crafts in visual arts education

Multicultural Traditional Craft Interactive Module (Mc-TCIM) enhances culturally responsive pedagogy in secondary school Visual Arts Education (VAE). The study’s objectives are to determine teachers' acceptance of developing interactive multicultural traditional craft modules as a teaching method. It justifies their classroom use, promoting diversity awareness and appreciation. Through survey analysis, it assesses teachers' opinions, perceived benefits, and challenges in integrating these modules. Aimed at creating effective pedagogical tools, this research clarifies instructors' acceptance levels to support cultural diversity, enhance learning experiences, and foster inclusive educational practices.

E-REKAD: Enhancing students’ understanding of visual art education in Malaysian schools

This study addresses the contemporary approach of integrating digital technology into education, focusing on developing the Interior Design Digital Module (e-RekaD) as a teaching aid for Form Four Visual Arts Education. Following the ADDIE model, the research employed a descriptive quantitative design with qualitative data. The need analysis involved five experts and identified a significant demand for the module to enhance student understanding. Visual Art teachers showed enthusiasm for digital integration, anticipating improved pedagogical skills, especially in digital literacy. Overall, the study highlights the imperative role of digital modules in advancing Interior Design education within the framework of Education 4.0.

Investigating boundaries and boundary crossing between mathematics and visual art teaching in a collaborative setting

Our study explores boundaries and boundary crossing between communities of mathematics teaching (MT) and visual art teaching (AT). We focus on teacher collaboration, draw on communities of practice and examine the existing boundaries and the way collaborating members handle them. We present data from 17 group meetings of secondary school art and mathematics teachers who try to develop ways of linking ΜΤ and ΑΤ. Results indicate the emerging boundaries by means of discontinuities regarding mathematical practices and tools used in MT and AT, and the disciplines’ teaching and curriculums. Via analysis of the central boundary – the analytical or visual ways of thinking – we present members’ boundary handling that indicates the development and developmental process of integrated practice. The study incorporates boundary crossing processes and learning mechanisms in which the two separate ways of thinking are gradually transformed into an integrated one and reveals possible ways of integration in teaching and learning.

The Art Education ColLab: A Creative Community of Practice for Beginning Visual Art Teachers

The Art Education ColLab: A Creative Community of Practice for Beginning Visual Art Teachers

The Implementation of DSKP KSSR (Revision 2017) for Visual Arts Education among Primary School Teachers

The Implementation of DSKP KSSR (Revision 2017) for Visual Arts Education among Primary School Teachers

Visual Art Education Innovative Learning and Teaching Approach in Secondary School

Learning and teaching in the 21st century have undergone tremendous process due to technological impact on the students and their learning process. The main purpose of this study is to review two academic articles regarding the issue and discussion brought about innovative learning in Visual Art Education subjects in secondary schools in Malaysia. In detail, the articles discussed the uses of technology and gamification methods to enhance the teaching and learning of Visual Art Education, particularly within the secondary school context. Therefore, the articles were chosen based on criteria that were published from 2019 until 2021, and the background of the articles covered the study in Malaysia. Contrary to what has often been assumed, the findings demonstrate that creative and innovative approaches are much more beneficial compared to conventional learning and teaching in school, thus bringing upon research centred in innovative learning around gamification that has emerged as a powerful platform for education making it more fun and effective.

The Potential of Visual Arts Education: Strengthening Pre‐Service Primary Teachers’ Cultural Identity

AbstractThis article reports on research focused on a visual arts education course offered during a primary teacher training in Chile. It was driven by the increasing cultural diversity in Chilean schools, the potential of art education to respond to this context and the limited space that this field has in the national curriculum, an issue that is replicated in most teachers’ training programmes. Intercultural and students’ cultural funds of knowledge theories informed a framework that was implemented in the investigated course to strengthen pre‐service teachers’ cultural identity and the adoption of culturally inclusive practices. Through focus groups with the students and analysis of their visual journals, the research explored whether the course impacted their perception of visual arts education, and their cultural identities. Through a/r/tography, an arts‐based methodology that articulates art, research and education, the study presents the students’ voices and imagery, testimonies that contributed to reassess the space given to art education in primary schools and teacher training programmes.