Relevant bibliographies by topics / Teaching as an art form

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching as an art form'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Teaching as an art form"

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Xie, Zheng. "Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network." Symmetry 12, no. 4 (April 23, 2020): 671. http://dx.doi.org/10.3390/sym12040671.

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Symmetries play a vital role in multimedia-aided art teaching activities. The relevant teaching systems designed with a social network, including the optimized teaching methods, are on the basis of symmetry principles. In order to study art teaching, from the perspective of the teaching organization form, combined with the survey method, multimedia-aided art classroom teaching was explained in detail. Based on the symmetrical thinking in art teaching, the multimedia-aided teaching mode of art classroom was discussed. The reasons for the misunderstanding of multimedia-aided art teaching were analyzed, and the core factors affecting the use of multimedia art teaching were found. In art teaching, more real pictures were shown aided by multimedia; students could experience the beauty of symmetrical things in real life and were guided to find the artistic characteristics of these kinds of graphics, analyze them, and summarize them. The results showed that this method enriched the art multimedia teaching theory and improved the efficiency of art teaching. The blind use of multimedia technology by teachers in art classroom teaching was avoided. Therefore, the method can develop individualized teaching, develop students’ potential, and cultivate innovative consciousness and practical ability.
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Wang, Xiang. "Exploration of Chinese Traditional Furniture Art Form in Practical Teaching." IOP Conference Series: Materials Science and Engineering 573 (August 2, 2019): 012083. http://dx.doi.org/10.1088/1757-899x/573/1/012083.

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Maksimova-Anokhina, Elena N. "UNDERSTANDING THE FORM AND TECHNIQUES OF ITS ANALYSIS WHEN TEACHING JEWELLERY DESIGNERS." Technologies & Quality 55, no. 1 (April 20, 2022): 53–58. http://dx.doi.org/10.34216/2587-6147-2022-1-55-53-58.

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This article examines the forms and processes of its perception, as well as techniques for creating forms and shaping in works of art. The problems of understanding the form, its characteristics, touched upon in the article, are useful for studying educational material on the subject “Painting” and “Colour composition in jewellery and art products and products of decorative and applied art” for students in the direction of preparation: 54.03.02 “Decorative and applied arts and handicrafts” and 03.54.03 “The art of costume and textiles”.
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Antipova, Tatiana, Ioana Riurean, and Simona Riurean. "Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?" Journal of Digital Art & Humanities 1, no. 2 (December 30, 2020): 3–19. http://dx.doi.org/10.33847/2712-8148.1.2_1.

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The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.
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Burrows, Andrea C., Mike Borowczak, Timothy F. Slater, and J. Chris Haynes. "TEACHING COMPUTER SCIENCE & ENGINEERING THROUGH ROBOTICS: SCIENCE & ART FORM." Problems of Education in the 21st Century 47, no. 1 (November 10, 2012): 6–15. http://dx.doi.org/10.33225/pec/12.47.06.

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Is the field of computer science and engineering a strict discipline or an art form? The answer is both. Computer science and engineering concepts are typically found almost exclusively in collegiate engineering and technology programs. Given its importance across the 21st Century workforce, arguably these concepts should be taught at all pre-collegiate grade levels. This study, specifically focused on pre-collegiate teachers’ increased confidence and subsequent use of robotics, indicates that designed professional development (PD) focused on simple computer programming approaches (e.g. LEGO MindStorm® kits) can propel pre-collegiate teachers to integrate new, challenging computer controlled robotics into their instruction. Surveys, content knowledge quizzes, and artifacts show teachers readily developed sufficient confidence and knowledge in producing lessons embedded with computer programming and robotics. Targeted classroom-ready instruction and modifiable computer programs appear to enhance pre-collegiate teacher knowledge of and confidence in robotics use. Considering overall self-rankings and content, pre-collegiate teacher pre-post scores increased. With these results, the authors argue why approaching computer science as both a strict science and art form is essential in PD. Key words: computer science, education, engineering, robotics and teaching.
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Lian, Xiang. "development of the teaching concept of musical stage art." Linguistics and Culture Review 5, S2 (July 31, 2021): 435–53. http://dx.doi.org/10.21744/lingcure.v5ns2.1382.

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In the work showed that the basis of teaching the history of choreographic art is the willingness of teachers and listeners to perceive choreography as an art. For this, the authors of the article have developed a concept that characterizes the approbation of teaching the history of choreographic art at the level of its perception by university students. The authors distinguish the features of teaching the history of choreographic art not only as a historical course with the formation of only the knowledge component. The possibilities of preparing listeners for practical activities are determining. The authors first of all, determining the psychological readiness, which is expressed as the level of mastering information. The authors marked that this approach allows us to form a directional approach to increasing interest in art, as well as to filling an understanding of the value not only of choreography as an art form, but also as a pedagogical strategy and practice. The novelty of the research is the formation of the concept of art history as a teaching strategy in the overall structure of the process of pedagogy and psychology.
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Lešnik, Irina. "Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy." European Journal of Social Science Education and Research 5, no. 3 (December 1, 2018): 70–77. http://dx.doi.org/10.2478/ejser-2018-0059.

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Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.
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Oliver, Wendy. "Demystifying Dance as an Art Form—Teaching College Students to Critique Dance." Journal of Physical Education, Recreation & Dance 60, no. 2 (February 1989): 47–50. http://dx.doi.org/10.1080/07303084.1989.10603945.

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Jenal, Darliz, and Harozila Ramli. "Developing an Art Language Teaching Module to Increase Mastery of Non-Art Teachers Option in Form One." Kupas Seni 8, no. 2 (December 20, 2020): 44–51. http://dx.doi.org/10.37134/kupasseni.vol8.2.4.2020.

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This study aims to build a Visual Arts Language Module (BSV) for non-optional Visual Arts Education teachers who teach in form one. This study applies the model design adapted by Module Sidek (2001) and Model Dick and Reiser (1989) as the main platform. The case study involved 3 respondents who are not secondary school art education options around Kota Bharu who have been selected to identify teaching and facilitation problems as well as the needs of the BSV Module in Visual Arts Language. Meanwhile, the sample limit of 30 students from the same 3 schools is involved in the implementation of this BSV module. The effectiveness of the BSV Module as a teaching and facilitating material is analyzed and measured qualitatively between teachers and students through questionnaires, observations and interviews especially those that are emotional, motivational, and empathic (understanding others) related to people, certain groups or natural conditions (Chua, 2006). While quantitative methods using pre and post tests are carried out to prove that student achievement is more significant in the assessment of Classroom Mastery Level (TP) and comprehension test (formatic) compared to achievement before the use of Module BSV.
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Meng, Jun. "Research on the Teaching Evaluation System for Art Creation Classes." Journal of Contemporary Educational Research 6, no. 9 (September 23, 2022): 76–81. http://dx.doi.org/10.26689/jcer.v6i9.4351.

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Traditional art creation design research is a course that cultivates comprehensive talents in the Fine Arts Department of Sichuan University of Arts. This course has been offered over eight terms, and its purpose is to cultivate students’ comprehensive design ability. This course aims to cultivate the abilities to create and inherit traditional art as well as to control and study the course of art creation. Based on the teaching practice of this course, the teaching evaluation system is reformed and studied so as to form a better evaluation system for the teaching of art creation.
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Dissertations / Theses on the topic "Teaching as an art form"

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Stanley, Denise Y. "Teaching Is My Art Now." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknowledged. The researcher became the bricoleur who collaged the individual stories of the first year artist-teachers into an integrated work of art. This constructivist approach included the use of visual imagery to transcend linguistic description. Through artworks, photographs, a self-narrative and novelette, the multiple ways these early career Visual Arts teachers came to understand themselves and their journeys are explored. This study has the potential to inform novice teachers of the transitions they may experience as they enter the teaching profession. Possible challenges, including the recognition that idealised beliefs might be traded in for more realistic representations, are discussed along with the notions of teaching as an art and the concept of resilience.
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Stanley, Denise Y. "Teaching Is My Art Now." University of Sydney, 2008. http://hdl.handle.net/2123/2653.

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Doctor of Philosophy
This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknowledged. The researcher became the bricoleur who collaged the individual stories of the first year artist-teachers into an integrated work of art. This constructivist approach included the use of visual imagery to transcend linguistic description. Through artworks, photographs, a self-narrative and novelette, the multiple ways these early career Visual Arts teachers came to understand themselves and their journeys are explored. This study has the potential to inform novice teachers of the transitions they may experience as they enter the teaching profession. Possible challenges, including the recognition that idealised beliefs might be traded in for more realistic representations, are discussed along with the notions of teaching as an art and the concept of resilience.
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Treichel, Gillian. "Creating form : the presentation and perception of three-dimensional form." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/858.

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This Creative Arts Project is an investigation of form within the ceramic tradition -how three-dimensional forms are created, presented and perceived. It addresses this topic by focusing on how form can be implied without actually creating the form itself. The project consists of an exhibition of selected art-work produced during the investigative process and is supported by this exegesis which documents the investigation. It also explains the theoretical basis for the body of work and the conceptual development of it. Major landmarks in the creative process and the significance of these for teaching and learning in visual arts education are highlighted. The submission includes further documentation in the forms of visual diaries. notebooks, photographs_ and other material produced in the process of exploration. The significant questions that have been explored in the Creative Arts Project are related to the perception of form in three-dimensional art-works. “How are three dimensional forms represented by the artist and perceived by an audience and what are the Implications for art education?” Embedded in a ceramic tradition, the bottle is both the subject of investigation and the vehicle for exploring the influence of different contexts on the perception of form. Gestalt Theory, and in particular the work of Rudolph Amheim, provide the theoretical basis for this study. The making of art-works, the responses to the work and the provision for aesthetic experience enhances knowledge and understanding of the teaching and learning process. A described in the Curriculum Framework: "Artistic works can inform, teach, persuade and provoke thought. They can reproduce and reinforce existing ideas and values, challenge them, or offer new ways of thinking and feeling (1998, p.51). In particular, the teaching of ceramics to undergraduate student teachers and the way in which this may develop visual understandings is examined.
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Dafiotis, Panagiotis. "Art practice as a form of research in art education : towards a teaching artist practice." Thesis, Institute of Education (University of London), 2011. http://eprints.ioe.ac.uk/7362/.

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Although the borders between art practice and domains like philosophy have been questioned, education and its relation to art seems somehow to be overlooked in these exchanges. In my arts-led research I examine the ways the teaching artist may be able to cross the borders between art and education to produce a hybrid field in which hierarchical distinctions are questioned and the voices of students legitimised. Through my own practice as a teaching artist I am attempting to recognise, theorise, ground and develop a framework for this hybrid field. In my practice-led PhD I am trying to create space for an alternative, parallel possibility within art education. To do so, I draw on the work of Kester (2004) and Bourriaud (2002) who analyse dialogic artworks and relational aesthetics (respectively). I perceive art lessons as artistic events in the relational sense and the space where these exchanges take place, as an ever-evolving installation artwork. To this effect I have created a series of multimodal installations, which question the dichotomy of visual arts and pedagogy. These installations became increasingly participatory 'culminating' in a project, (The Benevolent Trap' May, 2010) which involved pertinent presentations and discussions with fellow students. Affect through the visual becomes the fulcrum for inciting dialogue on the relation between art and meaningmaking. On a theoretical level I draw on Deleuze and Guattari, and particularly on their notions of the 'rhizome' and 'smooth space'. In my practice-based research project I therefore explore art making as a meta-process in which making about making becomes a way of thinking about thinking. The quest though is to create a space where participants can revisit their own assumptions and reflect on them.
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Atkinson, D. "Form and action in art education : A reflection upon theory and practice in the teaching of art." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382177.

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Miklaszewska, Beata, and Malgorzata Gosia Sygdziak. "Art as a form of expression in the teaching of theoretical subjects in grades 1-5." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30773.

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Syftet med denna kvalitativa studie är att undersöka pedagogernas förhållningssätt till bild och användning av bild som en uttrycksform vid undervisningen av de teoretiska ämnena i skolår 1-5. I undersökningen vill vi även diskutera om pedagogernas intresse, erfarenheter eller kunskaper inom bildområdet kan styra eller påverka deras val av implementering av bilden i undervisningen. Undersökningen bygger på kvalitativa intervjuer med sex pedagoger bestående av fyra lärare och två fritidspedagoger alla verksamma inom skolår 1-5. Analysen tolkas med hjälp utav forskarna Skinner, Piaget och Vygotskijs olika teorier om barns utveckling, lärande och inlärning samt av andra teorier relevanta för ämnet och av skolans styrdokument. I undersökningen framgår att alla pedagogerna har en positiv inställning till bild som uttrycksform och att alla pedagogerna arbetar i någon utsträckning med bild i undervisningen. Trots det har vi kunnat urskilja att pedagogernas intresse, erfarenhet samt kunskap påverkar i en viss mån deras sätt att implementera bilden i undervisningen samt påverkar deras förhållningssätt till bild. Vår slutsats blir att det behövs ytterligare mer kunskap samt medvetenhet om hur bilden kan implementeras i olika undervisningsmoment och utgöra en naturlig del av undervisningen.
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Ammar, Khalifa Sharef Salem. "PROPOSED GUIDELINES FOR THE IMPROVEMENT OF THE ART AND ART TEACHER EDUCATION PROGRAMS AT AL-FATEH UNIVERSITY IN LIBYA." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/298784.

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Visual arts education provides the knowledge, skills and attitudes necessary for students to become more responsive and responsible citizens who are aware of the interaction among the visual, aesthetic, economic and social aspects of their culture. A well-prepared visual arts educator is an essential contribution to the quality of student learning in this area of education. The purpose of this study was to suggest a series of guidelines and recommendations for the improvement of the art and art teacher education at Al-Fateh University in Al-Jamahiriya (Libya). Development of these guidelines and recommendations was based on the following steps: (1) Review and examination of developments and trends in Al-Jamahiriya's formal education system. These included secondary education, teacher preparation, and visual art education. (2) Examination of the present art education program at Al-Fateh University and its role in preparing qualified visual art teachers for Al-Jamahiriya's secondary schools. (3) Comparative study of selected factors pertaining to art education teacher preparation at Al-Fateh University and four exemplary American universities. (4) Library research regarding current thought and practices in the areas of visual art education and teacher preparation. A questionnaire was also developed and sent to the art education department at Al-Fateh University to help obtain descriptive data concerning the teacher education program. A panel of experts at the University of Arizona had identified four exemplary American university art education programs. These programs were examined as part of this study. Recommendations are made regarding selected improvements in the art and art teacher preparation programs at Al-Fateh University.
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Disque, J. Graham, and D. Henderson. "Art and Music as a Process for Teaching Counseling Concepts." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/2834.

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Chambers, Julia. "ACCOUNTING FOR ART: ANIMATION AS A TEACHING TOOL FOR ACCOUNTING PROCESSES." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1188.

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Despite technology's growing presence in society, accounting classrooms have lagged behind other disciplines in utilizing educational animations. This is primarily due to inconclusive research and institutional resistance. In this thesis, I cover existing research on the benefits of visualizations as well as the significance of educational animations. To supplement my arguments for how these studies are lacking, I have made two educational animations covering introductory concepts of financial statements and the time value of money.
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Lackey, Lara Marie. "Pedagogies of leisure : considering community recreation centres as contexts for art education and art experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25083.pdf.

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Books on the topic "Teaching as an art form"

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Osborne, Roy. Teaching colour in art: Colour form preference. London: Institute of Education, University of East London, 1995.

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Responding to art: Form, content, and context. Boston: McGraw-Hill, 2004.

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Learning about dance: Dance as an art form and entertainment. 3rd ed. Dubuque, Iowa: Kendall/Hunt, 2003.

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A, Berry William. Drawing the human form: Methods, sources, concepts. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1994.

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Brockmann, Jan. Form og farge ved NTH gjennom 75 år: Katalog. Trondheim [Norway]: Norges tekniske høgskole, 1985.

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Ambrosio, Nora. Learning about dance: An introduction to dance as an art form and entertainment. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1994.

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Learning about dance: An introduction to dance as an art form and entertainment. 2nd ed. Dubuque, Iowa: Kendall/Hunt, 1997.

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Beyer, Landon E. Aesthetics and the curriculum: Ideological and cultural form in school practice. Ann Arbor, Mich: University Microfilms International Dissertation Information Service, 1987.

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Cikánová, Karla. Teaching mixed media to children. East Roseville, NSW, Australia: Craftsman House, 1995.

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Teaching mixed media to children. [British Virgin Islands]: Craftsman House, 1995.

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Book chapters on the topic "Teaching as an art form"

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Tipping, Morgan. "Teaching as form." In Debates in Art and Design Education, 45–54. Second edition. | Abingdon, Oxon ; New York, NY : Routledge,2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429201714-3.

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Veblen, Kari, H. Elisha Jo, and Stephen J. Messenger. "Teaching the supreme art." In Creative Teaching for Creative Learning in Higher Music Education, 106–18. [2016] | Series: SEMPRE studies in the psychology of music: Routledge, 2016. http://dx.doi.org/10.4324/9781315574714-9.

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Bruter, Claude-Paul. "FORUM: How Art Can Help the Teaching of Mathematics?" In Mathematics and Art, 153–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-04909-9_15.

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Wood, Cynthia A. "The Hopeful Art: Teaching Sustainable Economics." In Schooling for Sustainable Development in Canada and the United States, 317–31. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4273-4_23.

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Matusov, Eugene, Ana Marjanovic-Shane, and Mikhail Gradovski. "Chapter 1.1: Two Teaching Cases with Online Forum Discussions." In Dialogic Pedagogy and Polyphonic Research Art, 19–61. New York: Palgrave Macmillan US, 2019. http://dx.doi.org/10.1057/978-1-137-58057-3_2.

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Al-Samman, Hanadi. "The art of teaching Arab traumas triumphantly." In Arabic Literature for the Classroom, 145–55. Abingdon, Oxon; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315451657-10.

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Li, Guiping. "Teaching Practice and Research of Recognition System in Art Teaching Based on Visual Communication." In Application of Big Data, Blockchain, and Internet of Things for Education Informatization, 325–30. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-23947-2_35.

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Horoschak, Lynne J. "The Deep Joy of Teaching Art to Students Who Have Experienced Trauma." In Art for Children Experiencing Psychological Trauma, 271–86. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315301358-22.

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Souto-Manning, Mariana, and Jessica Martell. "Inclusive Teaching for Bilingual and Multilingual Learners." In Art as a Way of Talking for Emergent Bilingual Youth, 60–69. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351204231-5.

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Borsari, Bruno. "Making and Assessing Art in the Sustainability Classroom." In Learner-Centered Teaching Activities for Environmental and Sustainability Studies, 313–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28543-6_43.

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Conference papers on the topic "Teaching as an art form"

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Tarbell, Roberta, and LiQin Tan. "Animating art history for teaching." In ACM SIGGRAPH 2002 conference abstracts and applications. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242082.

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Eber, Dena Elisabeth, Bonnie Mitchell, and Heather Elliott. "Teaching gems for art and design." In ACM SIGGRAPH 2002 conference abstracts and applications. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242078.

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Mitrović, Aleksandar. "VIRTUAL ART MUSEUM AS EDUCATIONAL CONTENT ICT IN TEACHING FINE ARTS (THEORETICAL ASPECT)." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.417m.

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The educational goal of teaching fine arts is to adopt visual literacy and visual expressiveness. Learning by means of information and communication technologies (ICT) involves the use of digital devices for the effective and creative extension of knowledge. The production of electronic educational materials is increasing daily, and thanks to the Internet, it is available on almost all ICT devices. In this paper virtual museums are presented as educational contents of ICT in the teaching of fine arts, as well as their method of application in teaching. The contents presented by virtual museums provide an interactive and non- interactive method of learning and exploration. The interactive educational content of virtual museums is often in the form of educational applications or websites that can be found on ICT and have well-intended educational goals. The contemporary approach and use of ICT in the teaching of fine arts provides new learning opportunities that focus on the aesthetic experience and theoretical aspect of visual content. Given that it takes less time to adopt pictorial content than to adopt verbal content, today’s approach to fine arts education involves the use of ICT.
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Nadyrova, Damilya S. "Embodied Simulation in the Art of Teaching Piano." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.26.

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Zang, Xueyun, and Baiwen Li. "Grammar Teaching in the Communicative Classroom Based on Focus on Form Theory." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.73.

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Hu Jia. "A study on interactive teaching methodology in design art." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543717.

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CHEN, WEI. "IDEOLOGICAL AND POLITICAL THEORIES TEACHING IN COMPREHENSIVE BUSINESS ENGLISH TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35735.

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Comprehensive Business English course is a comprehensive language practice skills course, which integrates English language knowledge, communication ability, cultural background knowledge and business knowledge. By imitating English materials in different kinds of business and cultural scenes, students can get familiar with English expression habits, cultivate English critical thinking and master fundamental English oral expression ability; by learning different subjects, students' vocabulary and discourse reading comprehension ability are to be enhanced and the basic discourse expression ability and a good foundation for the third and fourth grade English learning are to be improved. Our university, Shandong Institute of Business and Technology, is a university of finance and economics with the striking characteristic of wealth management. We have the integration and development of students’ business English. Comprehensive business English is a compulsory course for the first and second year of business English majors, with small classes about 30 students in each. The courses for English majors are all business-related, most of them aim to work in business-related fields or study for master degree domestically or overseas after graduation. Business-English teaching aims to cultivate students with strengthened basic English listening, speaking, reading, writing and translation skills, relevant theories and knowledge of linguistics, economics, management and other studies, business operation mode and norms, good moral cultivation, social adaptability and innovation ability, and finally and most possibly the Applied Business English professionals. This paper, designed on the study and introduction of the present ideological and political theories teaching of Comprehensive Business English, is to discuss about the application of ideological and political teaching in the very basic course for Business English majors. By finding the ideological and political teaching topics and resources, it is to discover the proper, positive and critical means of applying theories in practice.
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Tim, Woo Kam, and Leung Chun Yin. "Embedd "Art" and "inclusion" into the STEM education." In 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7386051.

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CUI, XIN, and WEN-FU ZHOU. "RESEARCH ON THE KEY ISSUES OF NETWORK HEALTH EDUCATION IN UNIVERSITIES IN THE POST-EPIDEMIC." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35732.

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In the critical period of the new coronary disease, prevention and control, the problems of how to resist the disease, prevent and control the spread of the new coronary disease infection and ensure the health of more than 40 million college students who are confined at home have attracted the attention of education authorities at all levels. In the post-epidemic era, college health education network teaching should be paid more attention to and further improved and promoted. The key work should focus on teaching content arrangement, teaching team formation, teaching form selection and teaching effect evaluation. Especially after the epidemic, we must do a good job in establishing rules and regulations, updating ideas, tapping potential, cultural construction and other aspects.
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Ma Li. "Thoughts on college art & design teaching in network era." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543560.

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Reports on the topic "Teaching as an art form"

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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Yechkalo, Yuliia, Viktoriia Tkachuk, Tetiana Hruntova, Dmytro Brovko, and Vitaliy Tron. Augmented Reality in Training Engineering Students: Teaching Techniques. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3176.

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The research aim. The research is intended to theoretically substantiate, develop and test methods of applying augmented reality to training future engineers. The research tasks include adaptation of augmented reality tools to apply them to laboratory classes while training future engineers; visualization of theoretical models of physical phenomena and processes using augmented reality tools; theoretical substantiation and development of methods of applying augmented reality to training future engineers. The research object is training future engineers at engineering universities. The research subject is methods of applying augmented reality to training future engineers. The research results are the following. There are analyzed national and foreign researches into issues of applying augmented reality to training future engineers at engineering universities. The augmented reality tools (HP Reveal) is adapted to be used in laboratory classes in physics while training future engineers. There are created augmented reality objects in the form of educational videos in which the structure of laboratory machines and procedures of working with them are explained. Methods of applying augmented reality to training future engineers at engineering universities are developed.
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BARYSHNIKOV, M. P., and A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

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The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
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Vakaliuk, Tetiana A., Olha V. Korotun, and Serhiy O. Semerikov. The selection of cloud services for ER-diagrams construction in IT specialists databases teaching. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4371.

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One of the main aspects of studying databases in higher education institutions by future IT specialists is database design and software product development. This, in turn, is the most important problem of the developer’s interaction with the customer. To facilitate the process of database design, ER-diagrams are used, which are based on the concepts of “Entity” and “Relationship”. An ER diagram allows you to present a database in the form of visual graphical objects that define a specific subject area. The article considers the available cloud services for the construction of ER-diagrams for learning databases of future IT specialists and their selection the method expert evaluation. For this purpose, the criteria and indicators for the selection of cloud services for the construction of ER-diagrams of databases by future information technology specialists have been determined. As a result, it was found that the cloud services Dbdesigner.net and Lucidchart are the most convenient to learn. It is determined that for a teacher of a higher education institution the use of cloud services is an opportunity to use licensed software in education without additional costs.
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Hollingsworth, Hilary, and Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.

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This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.
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Бакум, З. П., and О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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Carrasquel, Jacobo. Are Case Studies a Good Teaching Tool for CS1? Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada294844.

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Gifford, John L. Teaching and Learning the Operational Art of War: An Appraisal of the School of Advanced Military Studies. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada381852.

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Osadchyi, Viacheslav V., Hanna Y. Chemerys, Kateryna P. Osadcha, Vladyslav S. Kruhlyk, Serhii L. Koniukhov, and Arnold E. Kiv. Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4417.

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The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.
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SHESTAKOVA, L. G. TRAINING OF UNIVERSITY TEACHERS TO FORM CRITICAL THINKING IN STUDENTS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-1-2-154-160.

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The task of forming critical thinking among university students is urgent. The article highlights the content, evaluation means; methods of teaching teachers to form students’ critical thinking. Form of training: scientific and methodological seminar.
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