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Krantz, Göran. „Using the phenomenology of artistic practice to explore and compare teaching“. Research in Comparative and International Education 11, Nr. 4 (Dezember 2016): 406–21. http://dx.doi.org/10.1177/1745499916679573.
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The act of teaching is constituted by tensions between contradictory influences of national educational systems, teachers’ professional/personal identity, cultural and social values. Qualitative research methods can explore this complex situation. Indeed, narrative methods have explored teachers’ ‘life histories’. This article provides a review of the development, design and usefulness of a new qualitative method, Phenomenology of Artistic Practice (PAP). It focuses on the act of performative movement. It has been successful in the exploration of students’ experiences of dance. PAP uses performative movement, poetry and picture in a comparative process to create a ‘third space’ in which the dynamic quality of experience emerging from practice can be explored. Perspectives on the nature of experience discussed by Dewey, Vygotsky and Merleau-Ponty are included. It is argued that PAP can be useful in comparative international pedagogy because it can explore how teachers’ experience, and their practice, can help them the complex factors that influence the act of teaching.
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Straka, Annie. „Structuring arts-based analysis in portraiture research“. Qualitative Research Journal 20, Nr. 1 (05.10.2019): 76–85. http://dx.doi.org/10.1108/qrj-05-2019-0045.
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Purpose The purpose of this paper is to describe the development of an innovative arts-based analysis process within the framework of portraiture methodology. The paper provides an example of how to incorporate multi-modal forms of analysis within the portraiture framework and offers a fluid, qualitative “recipe” for researchers interested in using portraiture methodology. Design/methodology/approach The study described in this paper explores vulnerability and resilience in teaching, using poetry and visual art as integrated elements of the portraiture process. Portraiture is a qualitative, feminist, artistic methodology that draws from ethnography and phenomenology to describe, understand and interpret complex human experiences. Findings This research resulted in the methodological development of three stages of analysis within the portraiture process: drafting vignettes, poetic expression and artistic expression. These stages of data analysis highlight the methodological richness of portraiture and center the researcher’s engagement in creative, intuitive and associative processes. Research limitations/implications This study contributes to existing scholarship that extends portraiture methodology by including additional aesthetic elements and offers a roadmap for what a multi-modal, arts-based analysis process might look like within the portraiture framework. Originality/value The study presented in this paper serves as an example of qualitative research that expands methodological boundaries and centers the role of intuition, association and creativity in research. This work serves as a unique and important contribution to the portraiture literature, offering a provocative roadmap for researchers who are drawn to portraiture as an appropriate methodology to explore their inquiry.
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Camayang, Jamina G., und Romiro G. Bautista. „Learning together, learning deeper: A little teacher assisted learning engagement“. International Journal of Evaluation and Research in Education (IJERE) 10, Nr. 2 (01.06.2021): 412. http://dx.doi.org/10.11591/ijere.v10i2.21070.
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<span lang="EN-US">Peer mentoring in the dawn of new educational paradigms harnesses the act of becoming an educationist to facilitating learning in a peer mentoring practice. This study explored the opportunities of an emancipatory approach to teaching and learning under the thrust of learning together, learning deeper through the indulgence of little teachers under the peer mentoring scheme of learning. Employing the senior secondary education students (as little teachers), who came from their Student Teaching program from the Department of Education, and the junior secondary education students (as mentees), who enrolled in their Teaching Science in the Secondary Schools under the qualitative research design and phenomenology as point of inquiry, the following were found: Mentors in the mentoring process need to be approachable and accommodating; Mentees in the mentoring process need to be responsible with their learning task coupled with learning initiative; Enjoyable learning encounters, collaborative learning sessions, open and barrier-free communication, and close and rigid supervision through spoon feeding, modelling, and feedback are some of the perceived characteristics of an effective mentoring program; and Readiness of both mentors and mentees hinder the efficacy of the mentoring program. Owing to the results of the study, it is recommended that a formal mentoring program in the College of Teacher Education be institutionalized for it spurs extensive learning. </span>
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Putra, Agung Dwi. „Estetika Sema Dalam Tarekat Sufi Naqsybandi Haqqani Jakarta Sebagai Media Penanaman Pendidikan Tauhid“. Gondang: Jurnal Seni dan Budaya 1, Nr. 1 (04.12.2017): 26. http://dx.doi.org/10.24114/gondang.v1i1.7919.
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The concept of beauty (aesthetic) as a central issue to reveal the meaningfulness of the value of a form of art or artwork, can not be done by generalizing. The emergence of the phenomenon of art with the term Sema in the Sufi order Naqsybandi Haqqani Jakarta can certainly be assumed as a transformation of the values of Tauhid education based on the aesthetic concept of Sufism in the domain of Islam, because the existence of Sufi orders in general only offer spiritual teachings (aims) to achieve purification of Tawheed. This research is included in qualitative paradigm with phenomenology approach. Through this research it is revealed that the love of divinity or platonic love based on Tawheed (esoteric) is the aesthetic concept of the Naqsybandi Sema tariqa Haqqani Jakarta as the manifestation of the consciousness of the perpetrators, which is awakened through spiritual training in the tarekat. Sema in the Naqsybandi Haqqani Order of Jakarta is also known to play the role of educational media in instilling the values of Tawheed through its beautiful symbols (exoteric) and meaningful Ketauhidan.
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Barashkova, E. V., L. I. Drobysheva-Razumovskaya und L. Ya Dorfman. „INTEGRATIVE MUSICAL PSYCHOLOGY“. Education and science journal 21, Nr. 2 (05.03.2019): 96–112. http://dx.doi.org/10.17853/1994-5639-2019-2-96-112.
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Introduction. In recent decades, diverse scientific directions have been actively developed at the interface between various fields of knowledge, including social sciences and humanities. Interdisciplinary research provides a high-quality “unification” of achievements of different sciences and gains fundamental value, since they allow full information on this or that studied subject or phenomenon to be received and options of optimum solutions for difficult research tasks to be obtained. However, there are two problem zones in an integrative trend of knowledge – ontological and epistemological origin.The aim of the research was to reveal the potential of interdisciplinary research and integration of diverse directions from several disciplines by the example of musical psychology.Methodology and research methods. The provisions of the system-integrative approach and the concept of “meta-individual world” (MIW) were employed. The MIW theory justifies the heterogeneous, multi-qualitative, multi-determined nature of poly-systems.Results and scientific novelty. The subject field of musical psychology is outlined and characterised. It is shown that now it is shattered into multi-directional components from the field of psychology and musicology, which links are poorly articulated. The reason is not only in heterogeneity of basic psychological and musicological concepts, but also in the discrepancy of ontological status of objects and objects of two key structural components of the sphere under discussion. Nevertheless, there is urgent necessity for their cross-disciplinary integration and elimination of epistemological dualism in the development of scientific industry. The theoretical and logical grounds for the introduction of the concepts of “musicological” and “psychological” musical psychology are obviously provided. Differences between them are shown: if the first is turned to a piece of music, then the second – to mentality of a composer and a musician. However, they generate unequal phenomenology and lie outside to each other, although they move in the opposite direction. Therefore, the need for creation of integrative musical psychology (IMP) as psychogenetics, psychophysiology, ethnopsychology or behavioural geography is recognised. As the integrative prototype, it is proposed to use the concept of MIW, which supports the pluralistic view on IMP, i.e. IMP considers individuality (personality, mentality, consciousness) and world (external realities, social groups, culture, art) in a coherent manner. The authors proposed the idea of musical psychology transcendence – bidirectional transitions from one its subject field to another. The main point of existence of such transitions consists in the emergence of the phenomena of otherness as the form (way) of overcoming gaps between subject areas of “psychological” and “musicological” musical psychology. The present research concretises and justifies the ways of formation and development of IMP and contributes to the methodology of social sciences and humanities.Practical significance. The research materials are of practical importance for education of graduates of musical and art specialties. In the teaching and educational process, it is necessary to use the potential of two aspects of musical psychology, but not separately, in order to form and develop in students the skills of transcendental perception and analysis of pieces of music.
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van Wyk, Micheal M. „Blog Phenomenology“. International Journal of Web-Based Learning and Teaching Technologies 13, Nr. 2 (April 2018): 62–77. http://dx.doi.org/10.4018/ijwltt.2018040105.
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The higher education sector faces new opportunities and dilemmas such as budgetary constraints, changing student profiles, demanding quality assurance practices, efficient course delivery modes, the changing role of academics, and reliable assessment practices. At the same time, exciting opportunities are presented by Web 2.0, for example blogs, and information technology-integrated teaching and learning sites. This article explores the usefulness of blogs in supporting Postgraduate Certificate of Education and Bachelor of Education students who are learning to teach Economics in open distance-learning environments. An Economics blog was created for students during their teaching practice period to critically reflect on their learning processes and share teaching practice experiences to enhance professional growth. A qualitative research approach, employing an interpretive phenomenology, was used to study phenomena that are experienced by student teachers. Findings showed the usefulness of blogs as a supportive e-learning tool in constructing a teaching philosophy and the identity of student teachers. Furthermore, blogs emerged as an empowering and attractive way of fostering self-directed learning and providing evidence of achievement for warranting purposes – particularly in the context of a teacher education course at an open distance-learning university. The positive lived experiences of student teachers indicated that the subject teacher mentoring and coaching effectively facilitated teaching Economics. Moreover, it emerged that blogs embracing reflective practices presented the opportunity for self-appraisal on personal values, teaching styles and strategies of learning, thus enhancing self-efficacy.
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Emme, Michael J. „Visuality in Teaching and Research: Activist Art Education“. Studies in Art Education 43, Nr. 1 (2001): 57. http://dx.doi.org/10.2307/1320992.
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Zou, Na. „Environmental Art Teaching Equipment and Program Research“. E3S Web of Conferences 79 (2019): 01003. http://dx.doi.org/10.1051/e3sconf/20197901003.
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Once the “Internet +” action plan is proposed, all walks of life actively take measures to integrate with the Internet. Higher education should also meet the requirements of the times to achieve new developments in education and teaching. Under the new situation, the education of environmental art design in colleges and universities should not only adopt the information-based teaching tools, but also take effective teaching new measures on the basis of the specific characteristics of the subjects, and turn passive learning into active learning to improve the teaching level and quality as well as cultivate innovative, skilled and applied talents that meet the needs of society.
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Hicks, Laurie E., Graeme Sullivan, Sally McRorie, Graeme Chalmers und Michael J. Emme. „Review: Visuality in Teaching and Research: Activist Art Education“. Studies in Art Education 43, Nr. 1 (2001): 75. http://dx.doi.org/10.2307/1320993.
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Powell, Kimberly. „Teaching and Learning Emergent Research Methodologies in Art Education“. Studies in Art Education 56, Nr. 3 (April 2015): 284–87. http://dx.doi.org/10.1080/00393541.2015.11518970.
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Rudduck, Jean. „The improvement of the art of teaching through research“. Cambridge Journal of Education 15, Nr. 3 (September 1985): 123–27. http://dx.doi.org/10.1080/0305764850150302.
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Hood, Emily Jean, und Tyson E. Lewis. „‘Oohing and ahhing’: The power of thin(g)king in art education research“. International Journal of Education Through Art 17, Nr. 2 (01.06.2021): 223–33. http://dx.doi.org/10.1386/eta_00062_1.
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In this article, we seek to explore what new materialist theory and post-intentional phenomenology bring to art education research. Materiality is contextualized politically and historically, and then applied to an emerging research methodology which attempts to centre the material world as a key participant in an art education dissertation research project. The research site, a creative reuse store, serves as both context and participant as the authors explore the powerful collective agency of materiality in processes of art making. Portions of findings from the project are presented here and a new theory of thin(g)king is discussed.
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Freysteinson, Wyona M. „A Synopsis of Ricoeur’s Phenomenology of the Will: Implications for Nursing Practice, Research, and Education“. Journal of Holistic Nursing 37, Nr. 1 (13.06.2018): 87–93. http://dx.doi.org/10.1177/0898010118778904.
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The will is a word that nurses may use to describe their patients’ actions or inactions. This concept has been extensively addressed by religions, psychologists, and philosophers. Ricoeur offered a phenomenology of the will in which three overarching key concepts were uncovered: decision, action, and consent. In this article, Ricoeur’s elaborative and exhaustive description of these three concepts is summarized. Examples as to how a phenomenology of the will may guide nurses in their day-to-day clinical practice in caring are provided. In research, Ricoeur’s phenomenology of the will may be used as a heuristic to guide phenomenological studies. An introduction to the will may act as a bridge between the art and science of nursing, providing nursing students with a greater understanding of the meaning of and need to provide holistic care.
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Anilan, Burcu. „VIEWS AND EXPERIENCES OF PRE-SERVICE TEACHERS ON THE USE OF STORIES IN TEACHING SCIENCE“. Journal of Baltic Science Education 17, Nr. 4 (20.08.2018): 605–19. http://dx.doi.org/10.33225/jbse/18.17.605.
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The research aims to determine the experiences and views of the science pre-service teachers on the use of the science stories. In this research, among other qualitative research types, phenomenology research was used to obtain data. The research has been carried out with 71 pre-service teachers studying in the science education program of education faculty. The data has been analyzed based on the content analysis technique. The views of the pre-service teachers on the use of stories in science courses have been categorized under 6 themes. It has been concluded that teaching science with stories shall contribute to knowledge and competencies of both teachers and students, the science courses shall become more entertaining, joyful and interesting. In addition, it has been emphasized that creativity of students shall develop in the story composition process, their imagination shall increase, they shall configure their knowledge associating it with the daily life, meaningful learning shall be ensured by concretizing mostly abstract science subjects and concepts through stories, and a learning environment to ensure memorability of knowledge shall be prepared. Keywords: phenomenology, science teaching, science stories, science pre-service teachers.
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Lloyd, John Wills. „The Art and Science of Research on Teaching“. Remedial and Special Education 8, Nr. 1 (Januar 1987): 44–46. http://dx.doi.org/10.1177/074193258700800109.
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Blandy, Doug, und Elizabeth Hoffman. „Resources for Research and Teaching about Textiles as a Domestic Art in Art Education“. Art Education 44, Nr. 1 (Januar 1991): 60. http://dx.doi.org/10.2307/3193266.
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Bennett, Dawn, David Wright und Diana M. Blom. „The Artistic practice-Research-Teaching (ART) Nexus: Translating the Information Flow“. Journal of University Teaching and Learning Practice 7, Nr. 2 (01.04.2010): 20–39. http://dx.doi.org/10.53761/1.7.2.3.
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This paper reports findings from interviews with fourteen Australian artist academics, who discuss the complex relationships between their Arts practice, their Research and their Teaching. We refer to this as the ART nexus because of the strong flow of information reported between these three activities. However, this information flow is not achieved without conflict. Conflict arises over the balance of time available and different mindsets required for differing activities, and there can be hesitation about analysing intuitive creative thought. The findings reveal ways in which information is ‘translated’ for different audiences including undergraduate and postgraduate students, who are both recipients of and contributors to the nexus. The article problematises the ART nexus in an attempt to offer greater insight into the ways in which individual artist academics teach through their arts practice and their research, within a university system that struggles to accommodate this breadth of endeavour.
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Shih, Yi-Huang. „The Research of Early Childhood Art Education in Taiwan“. Children and Teenagers 1, Nr. 1 (11.04.2018): 24. http://dx.doi.org/10.22158/ct.v1n1p24.
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<p><em>In general, the research of early childhood art education </em><em>has its importance. For this reason, </em><em>research into early childhood art education </em><em>in Taiwan has been emphasized by scholars, in the hope that</em><em> </em><em>preschool</em><em> teachers can better understand the </em><em>early childhood art education. By reading, analyzing and discussing related studies, </em><em>t</em><em>his paper aims to explore the research of early childhood art education </em><em>in Taiwan. Hopefully, such an exploration can help teachers </em><em>understand </em><em>concepts related to </em><em>early childhood art education, and most importantly develop an excellent praxis of early childhood art education. After reading, analyzing and discussing related studies, the research issues of early childhood art education </em><em>in Taiwan </em><em>we identified are as follows: (1) young children’s art making processes, (2) the practice of implementing an aesthetic thematic curriculum, (3) the development of learning indicators of the aesthetic domain for kindergarten curriculum in Taiwan, (4) the teaching principles of aesthetic education in early childhood, (5) multicultural art education for children, (6) investigation of art education in kindergartens, (7) children’s art learning with parents, (8) making use of picture books to design a suitable art integrated curriculum for children, (9) teaching art appreciation in kindergarten, (10) employee retention and collaboration with art institutions on early childhood education, (11) integrating mangrove environmental education into art teaching for young children, and (12) the progress of implementing aesthetic feelings by integrating a community based viewpoint.</em></p>
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Al-Amri, Mohammed. „Contemporary trends in art education“. Journal of Arts and Social Sciences [JASS] 6, Nr. 2 (01.01.2016): 221. http://dx.doi.org/10.24200/jass.vol7iss1pp221-241.
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This research aims to present the most important contemporary trends in Art Education focusing on the analysis of the relationship between these trends and their related concepts. It also aims to revive some traditions of art education that are based on a scientific approach, with the aim of improving current practices to achieve quality in both art teaching and art production. The aim is also to offer recommendations for developing the teaching of art in accordance with the most recent approaches in the field. The researcher used the descriptive analytical approach to review and analyze these trends. The study shows that there are a number of trends which can be adopted to improve the quality of the input, the process and the output of teaching of art. These include quality assurance standards in art education, cultural diversity in art education, making use of professional artists in schools, creating partnerships with art museums and teacher education colleges and other educational institutions, using new technologies in teaching art, and assessing students’ performance using the “art portfolio” method. Most of these techniques and approaches have proved successful in developed countries. Thus, the researcher recommends that these trends be encouraged in order to improve the curriculum and instruction of Art Education in the Arab countries.
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Nalbur, Vicdan. „Interdisciplinary art education and primary teaching students' self-confidence“. Cypriot Journal of Educational Sciences 16, Nr. 4 (31.08.2021): 2010–24. http://dx.doi.org/10.18844/cjes.v16i4.6070.
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The purpose of this research is to determine whether the self-confidence of students receiving interdisciplinary arts education in primary school varies according to gender, age and the type of high school they graduated from. The research is designed in survey model. At the stage of determining the sample, the students who were educated at Marmara University Atatürk Faculty of Education and who received interdisciplinary art education were determined and the students to be included in the study were determined by random (random) 112 volunteers selections. The self-confidence scale developed by Akin (2007) was used to determine the self-confidence levels of the students participating in the study. When the research findings are examined; self-confidence scores of the students were found to be quite high. In addition, it was observed that the self-confidence scores of the students did not vary according to gender, age and the type of high school they graduated from.
KEYWORDS: Art Education; Clip; Dance; Self-Confidence; Short Film
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Hood, Emily Jean, und Amelia M. Kraehe. „Creative Matter: New Materialism in Art Education Research, Teaching, and Learning“. Art Education 70, Nr. 2 (23.02.2017): 32–38. http://dx.doi.org/10.1080/00043125.2017.1274196.
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Gómez-Ullate García de León, Martín. „GUITAR TEACHING: STATE OF THE ART AND RESEARCH QUESTIONS“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (21.05.2019): 361. http://dx.doi.org/10.17770/sie2019vol4.3952.
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This work reviews guitar methodologies and didactic materials from the first 16th century methods of guitar and vihuela to the software/hardware devices patented now-a-days. One of the richest sources for guitar education research are master classes registered since the last 50-100 years and available today to the researcher. A set of 12 master classes are analysed in this study. Fundamental decisions for the education and practice of the guitar are highlighted as the fingernails vs. yolks playing, “learning by music” vs. “learning by ear”, the use of music vs. tablature notation or the autodidactic way vs. the teacher-student interaction in class. Despite the successful new devices and advances in software and hardware, literature review reveals the importance of the teacher and the classical methods.
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Al-Radaideh, Bassam, Raed Al-Share und Asem Obidat. „Re-conceptualizing the Jordanian Art Education Curricula: Suggested Entries for Teaching Discipline-Based Art Education Theory“. Asian Culture and History 11, Nr. 2 (06.04.2019): 26. http://dx.doi.org/10.5539/ach.v11n2p26.
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The curricula of art education in the elementary and secondary schools of Jordan is limited to teaching technical skills for making art, and students did not receive tangibleeducation about history of art, aesthetic, and critical aspects of art. This study identified the theory of Discipline-Based Art Education (DBAE) and its significance in teaching art, and it provided suggestions for teaching history of art, criticism, aesthetic and artistic production. Furthermore, the study justified the possibility of implementing the DBAE approach in Jordan art education curricula. The research revealed that DBAE theory improved and elevated art education to a new level because the four disciplinary content area played a significant role in the development of essential knowledge and skills in the art such as developing the creativity, appreciation, understanding and learning about the role and function of art in human civilization. The study recommends to include the components of DBAE to art education instruction in Jordanian curricula.
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Elnurianda, Fitra, Umar Fauzan und Syeh Hawib Hamzah. „The Implementation of Islamic Education Teaching at Inclusive Schools in Samarinda, East Kalimantan“. MADANIA: JURNAL KAJIAN KEISLAMAN 22, Nr. 2 (30.12.2018): 173. http://dx.doi.org/10.29300/madania.v22i2.1273.
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Education is an individual right for all citizens, including children with special needs. The objective of the research is a qualitative research using phenomenology approach conducted at elementary schools (SD) in Samarinda; is to describe the implementation of Islamic education teaching at inclusive schools in Samarinda. This research SD Fastabiqul Khairat Samarinda, SD Bunga Bangsa Samarinda, and State Elementary School (SDN) 016. The techniques used in data collection are observation, interview, and documentation. The data was analyzed by using the interactive model by Miles and Huberman. The finding of this research reveals that the implementation of Islamic education teaching at inclusive schools in Samarinda requires several adjustments in teaching planning, implementation process, and learning evaluation. Those adjustments were created in the form of special class, by providing specific time allocation, preparing different teaching materials, applying different teaching methods, and using a mixed approach.
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Erol, Cansu Çelebi. „New approaches in art education: Moodle learning and content management system based art education“. Global Journal of Arts Education 5, Nr. 2 (15.11.2015): 67. http://dx.doi.org/10.18844/gjae.v5i2.248.
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Become also used in the training of multimedia software, is the most important innovation in the field of education provided by emerging technologies. Graphics, text, many factors such as digital images and sound are located in multiple environments. All of them gained importance in our daily lives and lead new structures in education is inevitable. To make meaningful abstract information is necessary to take advantage of the interactive multimedia applications. It is stated that a lot of research, teaching methods that increase the motivation of students and courses appeal to different senses can have a positive impact on student learning in arts education. One of the main areas of learning for training art students of the Art Criticism efficient way to gain knowledge to create effective learning situation is needed in the process of training materials. In this study, Moodle based educational material draft is aimed to create, which can be used in the field of art education courses given theoretical learning in higher education programs include effective teaching-learning experiences, and planned to offer. Mentioned art education courses is limited to a subject that’s "Principles and Elements of Art" at Fine Arts Departments Art Criticism course. In the study, an e-learning management system Moodlesupported training that can be used as the material of the design process, the design principles that have been referred to the eligibility for arts education learning and teaching experiences. Keywords: art education, moodle, web based learning
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Geng, Xiao Xiao, und Ying Chen Wang. „Evaluation Method Research of the Art Design Teaching Based AHP“. Advanced Materials Research 121-122 (Juni 2010): 385–90. http://dx.doi.org/10.4028/www.scientific.net/amr.121-122.385.
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The art design is the perfect combination between the human society and the spirit of certain material features, is also the inevitable product of the development process of the modern society. Art comes from life, in turn, which also affects on life. Art design is used to create functional and reasonable, comfortable and beautiful environment based on the building's useness nature, environment and the corresponding standard in order to meet the material and spiritual needs of people. By analyzing the art design research status, content and factor analysis, this article used AHP to evaluate the art design teaching. Though evaluating the results, We can easily transform the teaching profession of the art design teaching, which is a good way to promote the development of art design education.
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Murgia, Monica D., und Monica D. Murgia. „Teaching Synaesthesia as a Gateway to Creativity“. Exchanges: The Interdisciplinary Research Journal 2, Nr. 2 (01.04.2015): 305–13. http://dx.doi.org/10.31273/eirj.v2i2.118.
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This article encapsulates my experience of teaching creativity within a higher education curriculum. Creativity often eludes common understanding because it involves using different conceptual streams of thought, often times developing unconsciously and manifesting in the prized “eureka” moment. In 2009, I began explaining the neurological condition of synaesthesia and later introduced this phenomenology in a course designed to cultivate creativity to first year fashion design students. There are many challenges in teaching creativity. Through teaching this course, I discovered that the first challenge is making the students conscious of their own qualitative beliefs on creativity and art. The second is creating exercises to challenge and alter these beliefs, thus forming a new way of thinking and experiencing the world. The most resistance from my students arose when experimenting with non-representational art. They did not have a conscious framework for making and evaluating abstract art. Introducing synaesthesia, a neurologically-based condition that “merges” two or more sensory pathways in the brain, gave my students a framework for discovery. Understanding sensory modalities and ways in which these modalities can blended together in synaesthesia proved to be a gateway to creativity in many of my students. The scope of this article chronicles how I developed my teaching methodology, the results it created in my classroom, as well as its effects on my own artistic practice.
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Zhang, Xiaohui. „Innovation of Art Design Education in the New Era“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 15 (11.08.2021): 168. http://dx.doi.org/10.3991/ijet.v16i15.24889.
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Art design is a major driver of the development of culture and art, modern science and technology, and social economy. As a result, art design education has been greatly valued and attached great importance. However, art design education in China falls behind the development of social economy and art design. To solve the problem, this paper attempts to innovate art design education in China in the new era. Firstly, the authors investigated the current situation of art design education in China, and discovered a few problems: the chaotic teaching mode, the unreasonable curriculum setting, the mismatch between graduate capabilities and social requirements, and the undiversified teaching evaluation method. In response to these problems, art design education was renovated from the aspects of curriculum system setting, teaching mode, and teaching evaluation. On this basis, the authors proposed to set the curriculum system based on professional ability, and designed a topic-based and workplace-oriented teaching mode with art design studio as the platform. Finally, the innovation methods for teaching evaluation were discussed in terms of evaluation subject, evaluation standard, and evaluation method. The research findings provide a theoretical and practical reference for the innovation of art design education.
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Smith, Jill. „The A/R/T connection: linking art practice, research and teaching“. International Journal of Education Through Art 5, Nr. 2 (01.12.2009): 265–81. http://dx.doi.org/10.1386/eta.5.2and3.265/1.
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Li, Nan. „Enhancement Strategies for Classroom Teaching Effect of Professional Art Education“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 06 (30.03.2021): 137. http://dx.doi.org/10.3991/ijet.v16i06.21091.
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In professional art education, it is a great challenge to improve the classroom teaching effect. To cope with the challenge, this paper identifies the factors affecting the classroom teaching effect of professional art education from the perspective of teachers and that of students, through multi-perspective analysis. In the context of professional art education, the connotations of enhancing the classroom teaching effect were fully analyzed. On this basis, several strategies were put forward to enhance the said effect in professional art education. In addition, multi-angled measurement index systems were established for the enhancement, and a measurement model for the said effect was created through multi-factor decision-making. The research findings provide strong practical and theoretical supports to improving the classroom teaching effect of professional art education.
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Ma, Zhiyuan, Jingjing Guan und Rita Yi Man Li. „Research on Innovative Teaching Mode of Art Education in the Age of Convergence of Media“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 02 (26.01.2021): 272. http://dx.doi.org/10.3991/ijet.v16i02.18235.
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ssemination and development of information has occurred, and this has had a positive impact on audiences. Research on the integration and develop-ment of traditional media with new media is recent, and has been focused, across the world, on the educational context. This study most specifically looks at art education. Or art teachers in further and higher education, the use of electronic media may not only lead to better work, creatively, but al-so more efficient real-time interaction, and the more effective collection of student feedback. Modern students’ lifestyles and the teaching environment they are subject to, have created the basis for convergence media; within such an environment, cultural knowledge can be more quickly and conven-iently accessed. Based on an analysis of innovative art education teaching methods within this era of convergent media, this paper proposes a design framework for the sharing of such high-quality teaching resources and the design of a shared teaching platform; these proposals are informed by the use of the ‘extreme value’ method to optimize the allocation of high-quality teaching resources in the framework design during the sharing process. The identification of an objective function can be effective in this context. The participation of an objective function within resource allocation can better guarantee that the best teachers can arrange the teaching programs that are most effective for particular courses --- so that high-quality teaching pro-grams can be better spread across the media available and so that the stu-dents can better accept and absorb this new teaching mode.
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Stevens, John J., Rafael Salaberry und Barbara A. Lafford. „The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis in L2 Acquisition and Teaching“. Hispania 90, Nr. 3 (01.09.2007): 516. http://dx.doi.org/10.2307/20063554.
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Du, Haiming. „The Promotion of Regional Cultural Resources and the Integration of Visual Art Education—Take Haihunhou Culture as an Example“. Learning & Education 9, Nr. 2 (10.11.2020): 94. http://dx.doi.org/10.18282/l-e.v9i2.1412.
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In the development of the big data era, major changes are taking place in many fields in the world, and the field of visual art education is no exception. Breaking through the old style of aesthetic education, transforming from art education to visual art education, and achieving interdisciplinary teaching is a major challenge and opportunity for art educators. This article takes Jiangxi’s regional culture—Haihunhou culture as the research base, integrates museum research, network interactive experience, local teaching materials and other methods to conduct junior high school art teaching, making full use of the rich cultural and social resources at present, There is a new breakthrough in art classroom education, which more representatively reflects the inheritance, innovation and comprehensiveness of the integration of regional cultural resources and visual art education.
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Dan, Tao. „Experiencing Life, Exploring Content, Broadening Forms: An Empirical Research on the Art Education of Life in Rural Kindergartens“. Science Insights Education Frontiers 10, S1 (13.09.2021): 14. http://dx.doi.org/10.15354/sief.21.s1.ab044.
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According to Xingzhi Tao, education should focus on life, life determines education, and then education remakes life, the role of education can only be played through life. Art comes from life, it is the way that children experience the world perceptually and also the other language to express their understanding of the world. However, with the development of Arts education, existing problems are gradually revealed. Based on the analysis of current Arts activities, the research was carried out on the following issues that children don’t have the effective experience before Art activities; the content of Art activities doesn’t conform to the children’s experience and life in the teaching process; the teaching form and materials are single and children lack interest problems, etc. By observing and experiencing life, the children can accumulate perceptual experience. By following the children’s experiences and life, we can explore the teaching content. By broadening the forms and materials of art activities, the children are glad to perform, which will improve children’s life observation and aesthetic ability, stimulate children’s creative interest being willing to create and performance, improve the ability of teachers’ observation, curriculum producing and teaching skills and it also explores the use of art teaching method and life-oriented materials in rural kindergartens.
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Lemonchois, Myriam. „Artistic practical activities in art education“. Palíndromo 13, Nr. 29 (01.01.2021): 75–89. http://dx.doi.org/10.5965/2175234613292021075.
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Everyone agrees to put practical activities at the heart of artistic teaching. Whether or not there isan “artistic”, “aesthetic” or “poetic” dimension is a question that haunts these teachings. How can we be sure that artistic dimension is present, in particular during practical workshop activities? Since the early of the 19th century, democratization of arts has been the main aim of practicalartistic education, the artistic dimension is ensured by the development of creative imaginationand its support from artistic circles, just like our contemporary teachings. This article proposes to describe the place given to the artistic dimension in practical activities, by French and Quebec plastic arts programs at elementary and secondary levels and more generally in the teachingof drawing in the 19th and 20th centuries. Noting the limits of French-speaking practices and research with regard to practical artistic activities, we conclude with the presentation of research examples to develop a didactic of practical artistic activities, which seems essential to us, to whatwe could call an aesthetic experiential culture.
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Capistrán-Gracia, Raúl Wenceslao. „Reflecting on Basic Art Education in Aguascalientes, Mexico. Implications for Higher Education“. Revista Electrónica Educare 22, Nr. 2 (08.03.2018): 1. http://dx.doi.org/10.15359/ree.22-2.19.
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The basic art education in Aguascalientes, Mexico, faces a significant number of challenges that must be overcome and problems that must be addressed. Among other challenges, the public education system must train a high number of teachers who lack professional qualifications. The system also has to promote the training of its whole teaching staff and satisfy the demand for sufficient pedagogical materials. Thus, the author proposes that higher education must actively get involved with basic education by implementing remedial programs for unqualified teachers. It also must propose continuous education programs to foster a better preparation of the teaching staff and develop research projects that generate knowledge to promote more comprehensive and better-quality art education. The contributions made to the improvement of art education will impact on more sensitive, creative and harmonious human beings.
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Rika Endah Nurhidayah und Hasmela Revi. „Preceptee Experience of Preceptorship in Universitas Sumatera Utara Teaching Hospital, Medan, Indonesia“. International Journal of Science, Technology & Management 1, Nr. 4 (30.11.2020): 382–91. http://dx.doi.org/10.46729/ijstm.v1i4.83.
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University of Sumatra Utara Hospital (USU Hospital) is a teaching hospital managed by the university. USU Hospital as a teaching hospital guarantees the delivery of quality services, education and research and prioritizes learning programs for all professions at USU. Teaching hospitals need an ideal clinical learning model that can accommodate the curriculum that students must take. The study design is a qualitative phenomenology with the aim of exploring the perceived experience of implementing preceptor ship at USU hospitals. Research informants consists of 12 students whom are attending professional nursing education. Research data was collected in the process of Focus Group Discussion (FGD). The results found five themes, namely frequency of visits, methods of supervision, achievement of competence, self-confidence, and collaboration.
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Retnawati, Heri, Eny Sulistyaningsih und Lau Yoke Yin. „Students’ development in teaching practice experience: A review from mathematics education students“. Jurnal Riset Pendidikan Matematika 5, Nr. 1 (22.05.2018): 1. http://dx.doi.org/10.21831/jrpm.v5i1.18788.
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A teaching practice is an effort to improve prospective teachers’ competence. Students’ development in the teaching practice is the key to its successful implementation. This study aims at describing and gaining an understanding of readiness of mathematics education students in conducting teaching practices. This study is a qualitative research with a type of phenomenology. Data were obtained from an open questionnaire of students from Indonesia and Malaysia. The participants of this study were 23 seventh semester students who have implemented teaching practices for 2 months. Data were analyzed using Bogdan & Biklen approach. The result revealed that students’ ability in conducting the teaching practice was good, but they still need to improve managing the classroom. The constraints experienced by the teachers were related to learning instructions and time allocations, while for the students, the learning equipment facilities, coordination, school policy, and culture became their problems. However, both students and teachers had their own various strategies in overcoming these obstacles.
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Mishra, Nirmal Raj. „ICT Integrated Teaching: An Interpretive Inquiry of Teachers and Students' Perceptions on ICT based Teaching“. Researcher: A Research Journal of Culture and Society 4, Nr. 2 (31.12.2020): 77–90. http://dx.doi.org/10.3126/researcher.v4i2.34626.
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ICT based teaching is the most popular fashion of today's higher education in the world. Most of the teachers and students tried to habituate in ICT tools for their teaching and learning. Due to this fact scenario, I focused on to explore the perception of teachers and students towards ICT as teaching- learning tools. It has used the qualitative approach where phenomenology as the research method to explore the realities. The teachers and students were selected through the purposive sampling. The focus group discussion and in-depth interview were conducted with the selected informants to reach the rich and depth information. The major finding is that the teachers and students were highly positive to use the ICT tools in higher education teaching. It helped to create the motivating and entertaining classroom. It also facilitated in self-learning for teachers and students. It supported to the teachers and students to develop the collaborative learning culture, where they easily promoted the supported culture.
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Geeslin, Kimberly L. „The art of teaching Spanish: second language acquisition from research to praxis“. International Journal of Bilingual Education and Bilingualism 12, Nr. 1 (Januar 2009): 101–4. http://dx.doi.org/10.1080/13670050802149549.
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Ssegantebuka, Julius, Patrick Sserunjogi, Ritah Edopu, Timothy Tebenkana und John Bosco Kanuge. „IN-SERVICE TEACHERS' PERCEPTIONS OF THE EFFECTIVENESS OF THEIR PRE-SERVICE ART EDUCATION PROGRAM IN UGANDA“. Problems of Education in the 21st Century 79, Nr. 1 (10.02.2021): 118–32. http://dx.doi.org/10.33225/pec/21.79.118.
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This research aimed to determine IVATs’ perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers’ lack of competencies that they should have acquired during their pre-service art teacher preparation, it specifically examined the VAC focusing on content, teaching methods, resources and assessment in VA and their relationship to the content gap IVATs are observing in VA teaching at the secondary school level. A qualitative approach was used to solicit participants’ views about the effectiveness of their pre-service teacher education. The research was supported by the constructivist and interpretive philosophies which offer IVATs as well as tutors with the opportunity to construct their knowledge through social interaction, communication, and inquiry learning. The research was carried out at Makerere University-School of Education, which was conveniently selected because all the IVATs who participated in this research were students in this University. The researchers used a probabilistic sampling technique which uses a simple random sampling. A lottery method was used to select the desired number of 30 out of the 42 IVATs in total. Semi-structured interviews were used to collect data from 5 focus groups of second and third year IVATs. Findings revealed that there was inadequate content coverage, less use of active teaching methods, and concentration on summative assessment. The researchers recommended that the M.o.E.S together with NTCs restructure the VAC to allow adequate content coverage, use of active teaching methods and use of formative assessment for they equip the learners with knowledge and skills required in VA teaching. Keywords: in-service visual arts teachers, constructivism, qualitative research, visual arts education
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Visse, Merel, Finn Hansen und Carlo Leget. „The Unsayable in Arts-Based Research: On the Praxis of Life Itself“. International Journal of Qualitative Methods 18 (01.01.2019): 160940691985139. http://dx.doi.org/10.1177/1609406919851392.
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Arts-based research (ABR) provokes different ways of thinking about how art relates to knowledge in research. There are few authors, however, who explicate their view on aesthetics in the context of ABR and the type of knowledge that it generates. Accordingly, this article clarifies an aesthetic view in the context of a phenomenological approach to ABR. Ample arts-based researchers explore questions that touch upon the liminal nature and complexities of our lived experiences. Phenomenology is about that exactly: It leans into the unsayable dimensions of our reality and is interested in poetic and apophatic knowing. Apophatic knowing is a negating approach to understanding the unsayable, that is, a way of “nonknowing.” It can be practiced as a silent receptiveness. Consequently, we propose a Gadamerian approach to aesthetics that perceives ABR as an event. We argue for a poetics of research that is about being open and responsive to the movements of the artwork that ABR generates. Thus, by being receptive to movement, the enigma of phenomenality or life itself becomes the heart of ABR.
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Belardo, Christy, Andrea C. Burrows und Lydia Dambekalns. „PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS“. Problems of Education in the 21st Century 75, Nr. 3 (20.06.2017): 215–34. http://dx.doi.org/10.33225/pec/17.75.215.
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Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers’ perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies. Keywords: science, art, pre-service teachers, pre-collegiate students, STEM education, STEM classrooms.
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Lin, Bizhu. „Importance of Ideological and Political Education in Teaching Fine Arts Education in Higher Vocational Colleges“. Journal of Contemporary Educational Research 5, Nr. 5 (01.06.2021): 97–100. http://dx.doi.org/10.26689/jcer.v5i5.2144.
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Ideological and political education is the fundamental way to implement the goal of establishing moral value and educating students in local higher vocational colleges. For teaching fine arts education in higher vocational colleges, ideological and political education is rationally taught to fully instill the thoughts contained in art disciplines. Political elements, organically integrates ideological and political education with academic art education to form an educational synergy and promote the professional and ideological growth of students. Based on the analysis of the importance of integrating ideological and political education in the teaching of fine arts in higher vocational colleges, this research proposes several implementation methods, hoping to provide help to promote the orderly development of national higher education.
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Foran, Andrew. „The Experience of Pedagogic Intensity in Outdoor Education“. Journal of Experiential Education 28, Nr. 2 (September 2005): 147–63. http://dx.doi.org/10.1177/105382590502800207.
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This paper is a phenomenological examination of Nova Scotian teachers leading children outside the normal school environment for instructional purposes. Phenomenology can examine the everyday, taken-for-granted phenomena in human experiences. Absent in experiential research is the focus on teachers' experience in outside programs. In addressing this gap, anecdotes that capture unique elements of pedagogic intensity are shared as insight into the lifeworld of outdoor educators. Common to all the teachers in this study were feelings of intensity. These lived experiences are from various disciplines, at the senior high school level, and the teachers are engaged in outdoor practices connected to their respective subject areas. These teachers share past moments that show pedagogic intensity as a varied and unique instructional experience. All the teachers observed that the outdoors somehow magnifies the teaching experience. A key area is how this magnification applies to the pedagogic quality of outside teaching.
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Shen, Qi, und Lili Wang. „Research on the Cognition Education of Art Design—Taking the JMI Experience Design Season as an Example“. Learning & Education 9, Nr. 3 (29.12.2020): 26. http://dx.doi.org/10.18282/l-e.v9i3.1565.
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The art and design major group of the College of Humanities and arts reformed the course of cognitive practice. In the form of “theory lecture” and “practice experience”, it created the “JMI Experience Design Season” which runs through September to December in the second half of 2019, with two theory lectures and two practice experience activities each month, enriching the students’ theoretical and practical art accomplishment, and improving the teachers’ micro course construction ability and theory Practice teaching level and enrich the life of teaching staff of JMI in combination with labor union activities.
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Bertling, Joy G. „Opening Thirdspace: Cultivating critical geographies in art teacher education“. Visual Inquiry 10, Nr. 1 (01.06.2021): 107–26. http://dx.doi.org/10.1386/vi_00028_1.
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Pre-service teachers new to a field placement need the opportunity to orient themselves in relation to their larger teaching contexts and configure geographies that resonate with the lives of their students. Soja’s Thirdspace offers a lens through which teachers might explore place multi-dimensionally. Building upon a previous arts-based educational research study assessing the potential of arts-based inquiry for supporting pre-service teachers in exploring their teaching contexts, this study, through a second curricular iteration, focused explicitly on art pre-service teachers’ critical geographic analysis, in the form of Thirdspace. In mapping their school zones, pre-service teachers began to identify illusory impressions and conceptions of students, schools and communities and then began to deconstruct them. Such Thirdspace journeys offer space for pre-service teachers to hone their perceptions, to retrain their gazes to see their students’ physical and lived worlds in their complexity and plurality, and to re-imagine the relation between place and pedagogy.
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Yang, Yan. „Teaching Research on Higher Vocational Pre-School Education of Professional Art Course Based on Innovation and Entrepreneurship Education“. Creative Education 09, Nr. 05 (2018): 713–18. http://dx.doi.org/10.4236/ce.2018.95053.
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Mousavi, Setareh, Mohammadreza Nili, Ahmadreza Nasr und Mohammad Masoud. „Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University“. Review of European Studies 9, Nr. 4 (28.09.2017): 8. http://dx.doi.org/10.5539/res.v9n4p8.
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The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.
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Al-Amri, Mohammed Hamood, und Yasser Mahmoud Fawzy. „Graphs and their vertical and horizontal significance as possible indicators for assessing/evaluating student-teachers’ performance in the teaching skills of Art Education and their attitudes towards its implementations at Sultan Qaboos University“. Journal of Arts and Social Sciences [JASS] 4, Nr. 1 (01.01.2013): 27. http://dx.doi.org/10.24200/jass.vol4iss1pp27-61.
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The current research aim at analyzing the teaching performance indicators in Art Education through developing assessment/evaluation tools of student/teacher’s teaching performance as visual forms in relation to graphs . It also aims at identify the contribution of these evaluation tools in following-up the level of growth indicators of student/teachers’ teaching performance and in monitoring their attitudes towards the use of graphs as indicators for assessing /evaluating teaching skills of Art Education in the preservice teaching practice course (Practicum). The implementation of the current study was conducted on a sample of 25†male and female students in their fourth-year of study at Art Education Department, Sultan Qaboos University. In this study the researchers used the descriptive and the experimental research methods. The results show the possibility of using of graphs as forms of visual significance which may be utilized as tools for assessing student performance in the art education teaching practice course. The results also showed positive attitudes towards the use of graphic drawings in the process of evaluating student/ teacher performance. The research concluded with some recommendations such as: developing the assessment and evaluation processes by using tools based on visual forms associated with the nature of art specialization; conducting further similar research in using graphs drawings in the process of assessment/ evaluation in other disciplines; examining its benefits in developing student/teacher performance in the educational process.