Visual Arts Education Research Articles

PROFESSIONAL COMPETENCE DEVELOPMENT OF FUTURE FINE ARTS TEACHERS BASED ON GRAPHIC TECHNOLOGIES

This article describes the content and essence of developing the professional competence of future visual arts teachers based on graphic technologies

ENHANCING INTERNATIONAL COMMUNICATION THROUGH MODERN APPROACHES TO TEACHING VISUAL ART IN KINDERGARTEN AND JUNIOR HIGH SCHOOL: EXPLORING LANDSCAPE THEMES AS EXAMPLES

This article examines the methodology of organizing classes on the updated program in kindergarten and junior high school, focusing on enhancing international communication through modern approaches to teaching visual art. The research specifically explores landscape themes as examples, aiming to stimulate creativity and promote understanding of different cultures and traditions. In recent years, innovative technology has emerged as an essential factor in improving the overall quality of education. The integration of these technologies into the teaching and learning process allows for the development of competitiveness among students, equipping them with all necessary skills to enter the global market. The study seeks to investigate the effectiveness of utilizing modern technology in teaching visual art, particularly in the context of landscape themes, and how it can foster cross-cultural understanding and communication. The article presents a comprehensive overview of the current state of visual art education in Kazakhstan, identifying key issues and challenges faced by educators and students alike. Additionally, it offers a thorough analysis of various style directions, techniques, and approaches used in teaching landscape themes in kindergarten and junior high school. The research encompasses both traditional and contemporary methods, highlighting their respective strengths and weaknesses and drawing on best practices from around the world to inform the development of a new, culturally inclusive curriculum. The presented research highlights the importance of childhood creativity and its impact on the development of cognitive, social, and emotional skills. The study emphasizes the need for educators to create an environment that encourages self-expression, experimentation, and critical thinking. By focusing on landscape themes, pupils can explore the cultural, historical, and geographical aspects of various regions and countries, broadening their understanding of the world and fostering empathy and appreciation for diversity. The article provides recommendations for implementing modern approaches to teaching visual art in kindergarten and junior high school. They include the adoption of interdisciplinary methods, collaboration between educators and artists, the integration of technology, and the establishment of international exchange programs. Additionally, the study highlights the significance of embracing innovation, technology, and cross-cultural understanding, the study hopes to pave the way for a more inclusive and globally connected education system that nurtures creativity and fosters international communication.

A systematic literature review of cognitive exchange in higher degree visual art education

This literature review paper presents ways cognitive exchange occurs in higher degree visual art education. It also attempts to demystify concerns regarding the value and presence of cognitive exchange in art education, this is because cognitive exchange is not considered in art education with the same breadth or depth as in higher education. Cognitive exchange research in higher degree visual art education is limited but there has been a surge in interest about cognitive functioning in higher education. It is therefore timely to consider how cognitive exchange is understood across visual art practices at this level. This paper presents a two phased systematic review, where cognitive exchange literature in the higher degree context is considered alongside such literature in art education. Four spaces: the individual, social, pedagogic, and policy orientated are discussed to present cognitive exchange practices in higher degree visual art education. The spaces and forms of cognitive exchange profiled, provide a knowledge contribution to disciplines that intersect with the arts and humanities. This is because they mobilize where and how cognitive exchange forms, they present opportunities and uses for cognitive exchange and help suggest ways to support its growth.

Mākslas terapijas darba formu iekļaušanas iespējas pedagoģiskajā procesā

Every era sets its own requirements, trends, and challenges for the sustainability of education. Among the major global trends in the world, there are demographic changes, the development of the new economy, the need for new competencies and skills, ecological and humanitarian crises, and the ever-expanding wealth of information. The goal of this research is to elaborate work forms for the sustainability of visual art education that can be recommended for fostering a person’s self-expression and conducting practical research. The research considers several aspects: Which forms of work can become significant when implementing the teaching process of visual art education for sustainability? Is it possible to integrate the work forms applied in art therapy into educational practice? In the result, the above-mentioned reveals the need to integrate the work forms employed in art therapy in the process of teaching visual arts in the general education system.

Inquiry-Based Learning (IBL) Approach in The Artwork Production of Visual Arts Education in Primary School Using Dry Media

Visual Arts Education (PSV) is a familiar topic at both the primary and secondary school levels. This course becomes one of the most crucial electives for helping students achieve their best degree of creativity. This study was done to assess the efficacy of inquiry-based learning (IBL) in the development of artworks utilising dry media. The choice of dry media was based on its extensive use in primary school art creation. In the study done by the researcher, a total of 25 respondents comprised of second-year students were chosen at random. This research collects both quantitative and qualitative data. This study's assessment tool was comprised of questionnaires and document analysis from respondents. In conclusion, the IBL strategy is believed to boost students' level of comprehension and motivation when producing Visual Arts Education (PSV) artworks utilising dry media.

Is Creativity Masculine? Visual Arts College Students’ Perceptions of the Gender Stereotyping of Creativity and Its Influence on Creative Self‐Efficacy

AbstractThis study investigated visual arts college students’ perceptions of the gender stereotyping of creativity and the influence of this stereotyping on creative self‐efficacy. The sample consisted of 1198 Chinese visual arts college students. The results showed that (a) both male and female students identified stereotypically masculine traits as more important to creativity than stereotypically feminine traits are, (b) male students demonstrated higher creative self‐efficacy than their female counterparts did, and (c) students’ gender significantly moderated the effect of the gender stereotyping of creativity on creative self‐efficacy. Specifically, the gender stereotyping of creativity had a positive effect on male students and a negative effect on female students. These findings revealed that gender stereotypes dominate concepts of creativity in Chinese art education and may hinder female students’ development of creative self‐efficacy, resulting in gendered inequality in the visual arts field. The implications of these findings for visual arts education in China are discussed.

Implementation of Forum Theater as A Teaching Medium of Visual Arts Subject for Upper Secondary to Master 4c Skills of Pak21

This study examines the implementation of Forum Theater as an alternative method of teaching Visual Arts with the goal of mastering the 4C skills of critical thinking, collaboration, creativity and communication in 21st Century Learning (PAK21). It is done in compliance with the government’s announcement in the PPPM 2013-2015, in which the Ministry of Education emphasised PAK21 in teachings in order to enhance of quality of our country’s education system. If the Moe’s goal in met, Forum Theater could be used as an instructional approach in PAK21 to diversify teaching techniques. The study’s goal is to illustrate the use of Forum Theater in Visual Arts Education in such a way that could demonstrate its suitability as a teaching tool for acquiring the 4C skill of PAK21. as a means of obtaining data for this study qualitative methodologies are used. The researchers utilized the techniques of document analysis, workshop theather and questionnaire

PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF PROFESSIONAL TRAINING OF A FINE ARTS TEACHER

This article describes the content and essence of pedagogical conditions for the development of professional training of future visual arts teachers.

Exploring creative pedagogical practices in secondary visual arts programmes in Ghana

AbstractSecondary visual arts education provides learners with opportunities to develop critical thinking, and their creative potential, as part of their personal growth. This development happens when visual arts teachers actively integrate creative pedagogies to target creative thinking in learners. Ghana's 2019 National Pre‐tertiary Curriculum Framework has added creativity as one goal for all learners. This research study explores teachers' perceptions and use of creative pedagogies as part of implementing this creativity into their teaching. A multi‐site qualitative case study was conducted in government secondary schools within Sekondi‐Takoradi, Ghana, and data were gathered from interviews and participant observations. The 16 cases specifically examined creative pedagogies in practice in the secondary visual arts programme, as the subject of visual arts is commensurate with developing creativity. The study revealed that teachers' pedagogical perceptions of developing creativity do not align with the actual pedagogies they employ, with teachers being observed to emphasise teacher‐centred pedagogies. It is suggested that the integration of creative pedagogies should be contextualised in Ghana's secondary visual arts programme, in order to support teachers to meet the goal of creativity development for all learners.

Digital peer feedback on visual ideas: a study of eighth-grade students in visual art

ABSTRACT This article focuses on developing the idea process in visual art education by using digital peer feedback. In the school subject visual art, the visual idea process, e.g. when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual ideas and providing feedback, students might become more aware of their own and others' processes. This study aimed to explore how eighth-grade students develop and share visual ideas supported by digital peer feedback. Thematic analysis was used to identify different types of feedback provided by students. A qualitative survey was used to investigate student perceptions of the feedback. Many students appreciated receiving feedback from peers. Some students made significant or minor changes to their visual ideas based on the peer feedback, while other students abandoned their initial sketches and created entirely new ones, or did not make any changes to their initial idea. These results suggest that giving and receiving peer feedback is something that needs to be practiced in different specific school subjects.

Integrating Creative Thinking Skills Pedagogies into a Higher Education Visual Arts Course

AbstractAlthough there has been increasing international emphasis on creativity in education, many creativity training programmes have focused on enhancing students' creative thinking skills with few studies on how these skills can be integrated into the teaching of subject disciplines. As a member of a Community of Practice project that ran from spring 2021 to summer 2022 at my university, I worked with ten university teachers from multiple disciplines to develop and implement instructional strategies to foster students' creative thinking skills. The paper documented the development, implementation and evaluation of creative thinking skills teaching strategies for a higher education course in visual arts. Both the development of the teaching strategies and the measurement of the impact on student learning have undergone vigorous research procedures and made reference to the existing literature. The effectiveness of the activities was assessed using multiple methods including the Torrance Test of Creative Thinking, a self‐report inventory, and a focus group interview. The results indicated the new learning activities enhanced students' creative thinking skills. They also showed that creativity can be developed through teaching while revealing that playfulness, freedom and structure, group interactions, and problem‐solving activities are beneficial for the development of creative thinking skills. Readers may better understand the different ways in which creative thinking skills instruction materials can be developed and incorporated into teaching of visual arts by making reference to the strategies suggested and the process of development in the paper.

크레딧 타이틀을 활용한 시각 문화 미술교육에 관한 실행연구: 초등학교 3학년 대상 의사소통 능력 중심으로

크레딧 타이틀을 활용한 시각 문화 미술교육에 관한 실행연구: 초등학교 3학년 대상 의사소통 능력 중심으로

An explanatory study of kindergarten teachers’ teaching behaviours in their visual arts classrooms

This study aimed at using a mixture of direct observations and interviews to investigate kindergarten teachers' knowledge and pedagogical approaches to visual arts. An adapted version of the Early Childhood Teacher Behaviour Observation (ECTBO) instrument was used to investigate the possible reasons for teachers' current behaviours in Hong Kong visual arts classrooms. In an observation study, a total of 18 classrooms with 76 children in two local kindergartens in Hong Kong were observed during a 30-min visual arts activity. Altogether, 540 min of video data were recorded and analysed using field notes and a time sampling strategy. In addition, 18 class teachers from the observed classrooms were invited to give post-observation interviews, and 810 min of data were recorded. The interview participants supported the importance of non-directive early childhood arts. However, the observation findings revealed that they still relied heavily on directive teaching in implementing early visual arts teaching. Thus, a discrepancy was found between the teachers’ subject matter knowledge in visual arts and the integration of their pedagogies in their actual classroom practice. The findings of this study in a local setting have the potential to significantly change the way in which early childhood visual arts teaching is conceptualised and discussed in international contexts.

Textart, identity and the creative process: a case study with Arabic heritage language learners

ABSTRACT Informed by a postmodern perspective on language, culture and visual art education this article examines what a creative, visual art focus can bring to the experience of language-and-culture learning for secondary-age students of Arabic as a heritage language (HL). It builds on our previous research focussing on student interactions with works by renowned artist, Ali Omar Ermes, which sets text in the form of Arabic letter shapes and short poetic inscriptions against a painted background. Here we seek to gain a deeper, more nuanced understanding of the process involved through an in-depth study of the thoughts, feelings and emotions experienced by three intermediate-level students as they engage with works by Ermes and then creatively transform them into ‘textart’ pieces of their own. Methodologically we adopt an ethnographic case study design focussing strongly on process but also incorporating principles of arts-based research. Our findings demonstrate how the approach can extend possibilities for meaning-making and affirmation of identity by connecting with personal experience, by leveraging multiple semiotic resources rhizomically and intertextually, and by making space for affective, spiritual, aesthetic and multisensory dimensions. For heritage language learners this brings a deeper engagement with learning and a strong sense of empowerment as multicompetent speakers.

Thinking with Atonal Music in Visual Arts Education: A/r/tographic Collaboration to Bring Out Cognitive Skills and Sensory Awareness via Schönberg'in String Quartet No.4 Op. 37

This study has been based on the researcher’s requestioning the results of the a/r/tographic autobiography study with students on Arnold Schönberg and his works, which was carried out between 2017-2021. In the research the aim was to observe the effects of thinking through atonal music and its reflections on visual arts education as well as the cognitive skills and sensual awareness of the participants. The requestioning of the autobiographic outputs of the researcher with her students within an a/r/tographic perspective was considered important in terms of creating new meanings and actions in visual arts education. The study was carried out with the researcher and 16 undergraduate and 1 graduate student from Kırıkkale University Faculty of Fine Arts in the academic year 2021-2022 Spring semester over a work from Schönberg. There were 6 applications in total, each application lasted 4 hours. The data of the study consist of video and voice recordings, photographs, art works, poems, student opinions, observation notes, student diaries, performance activities, personal communications, Schönberg's String Quartet No. 4 Op. 37 composition and the 39 paintings that the researcher made for this composition. The data was interpreted through a/r/tographic inquiry. At the end of the study it was observed that the application of musical thinking with atonality acts to visual arts applications brought forth skills such as making deep interpretations, developing theories, solving problems, thinking critically, self inquiry, and the use of senses in a intuitive perspective within personal experiences.

AI in the posthuman art classroom

This article explores the use of AI-generated art as a way to educate visual art students and teachers about ethical concerns related to artificial intelligence. For example, gender and racial bias in the data sets that artificial intelligence trains on remains a significant concern. Art educators can proactively address these issues by supporting their students in understanding the ethical issues surrounding AI that will continue to arise. We advocate for a posthuman approach to AI, treating it not as a mere tool but as a collaborator in the creative process. Through an examination of AI-artists who critique AI, we show that AI-artmaking has the potential to be a valuable addition to the art classroom, allowing both students and teachers to explore and grapple with the ethical challenges associated with AI.

Integrating Visual Literacy in Art Education

The article deals with the topic of literacy and visual literacy in the context of theoretical anchoring and characteristics. We adhere to generally accepted definitions of literacy and further develop our theory at the level of visual literacy as a new, contemporary concept of visual arts education at the present times.

Fotografia dokumentalna w edukacji artystycznej

Documentary photographs of Karel Plicka, Martin Martinček are interesting for us not only as valuable historical documents, but also for their great artistic value. In this paper we will present practical examples of how documentary photography can be used in contemporary visual art education.

EVALUATION OF RAG DOLL MAKING METHODS WITH DESIGNS FOR VISUAL ARTS EDUCATION

EVALUATION OF RAG DOLL MAKING METHODS WITH DESIGNS FOR VISUAL ARTS EDUCATION

A Study on Convergence Curriculum Development in Visual Art and Design Education

A Study on Convergence Curriculum Development in Visual Art and Design Education