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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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Cao, Qingyun. "Curriculum Design of Art Higher Vocational Education Based on Artificial Intelligence Assisted Virtual Reality Technology." Security and Communication Networks 2022 (March 17, 2022): 1–9. http://dx.doi.org/10.1155/2022/3535068.
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In order to improve the effect of higher vocational art teaching, this paper applies artificial intelligence virtual reality technology to the art education design of higher vocational schools to improve the immersion of art education, change the traditional higher vocational art teaching mode, and effectively improve the efficiency of higher vocational art teaching. Furthermore, the teaching system’s presentation of virtual reality algorithms has been enhanced. This paper elaborates the realisation process of the system’s homework management function, virtual scene function, personal space function, resource management function, online examination function, and teacher-student communication function, which is primarily displayed in the form of interface diagrams and flowcharts, in the realisation of the state-of-the-art higher vocational education curriculum design system based on virtual reality technology. Furthermore, this work uses experimental research to verify the system’s dependability. The results show that the art higher vocational education curriculum design system constructed in this paper based on artificial intelligence assisted virtual reality technology basically meets the needs of contemporary higher vocational art teaching and can effectively improve the art higher vocational education curriculum design.
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Burlakova, Irina, Svetlana Bogatyreva, and Oksana Pavlova. "Ways to form a teacher’s professionalism." SHS Web of Conferences 87 (2020): 00107. http://dx.doi.org/10.1051/shsconf/20208700107.
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The role of the teacher at the present stage is transformed into a high mission of creating a professional personality, which is intended to instill in students readiness to acquire knowledge and improve professional skills throughout their lives. According to the authors, the goal of pedagogical education is continuous general and professional development of a university teacher to achieve high results in the practical professional activity. In general, the professional competence of a University teacher is a synthesis of professionalism (scientific, special, methodological, psychological and pedagogical training), creativity (creativity of relationships, the optimal use of tools, techniques, teaching methods) and art (acting and public speaking). And today it becomes obvious that it is impossible to “add up” a competent professional from a simple sum of knowledge, because in addition, a University teacher should have a great sense of moral responsibility when teaching the modern generation of students.
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Chandler, Lisa, Alistair Ward, and Lisa Ward. "‘Immersed in Art’: Engaged learning in art and design history." International Journal of Education Through Art 17, no. 2 (June 1, 2021): 235–52. http://dx.doi.org/10.1386/eta_00063_1.
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Established approaches to art history pedagogy typically involve a primarily passive form of instruction incorporating the viewing of works projected on screens. While such approaches can convey valuable information, they can also contribute to student disengagement and do not necessarily support deep learning. This article examines three learning initiatives incorporating an immersive teaching space to determine how these forms of technology-enhanced active learning might enhance student comprehension and engagement. The article considers how learning design incorporating the affordances of such immersive environments can provide multimodal learning experiences that stimulate student imaginations and support learning and engagement in a manner that complements rather than replaces traditional modes of instruction.
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Milicevic, Dragana, and Ljiljana Pecic. "Cooperative learning in teaching physics and art in secondary schools." Facta universitatis - series: Physics, Chemistry and Technology 14, no. 1 (2016): 61–78. http://dx.doi.org/10.2298/fupct1601061m.
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Teaching physics in primary and secondary schools is realized through classic lecturing in classes of about 30 students, individual examinations, written tests and assignments and laboratory exercises. Knowledge is transferred from teachers to students mostly in its final form, which is not motivating for students or their teachers to develop and construct knowledge actively. A good way to overcome this problem is active teaching/learning through application of cooperative form of learning, where the aim is that students study through interaction which they enter on the basis of their previous knowledge and skills and to become active creators of their knowledge. This study presents a research survey with the aim to establish effects of cooperative learning of physics and music as well as physics and art in secondary schools. The surveys we conducted show that this approach to teaching contributes to a higher level of understanding, better transfer of knowledge, better achievement and also to the inner motivation of both students and teachers. The obtained results indicate that cooperative learning can be applied to students of all ages, for all school subjects and within a large number of themes.
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Cunningham, Kelly J. "Functional profiles of online explanatory art texts." Corpora 14, no. 1 (April 2019): 31–62. http://dx.doi.org/10.3366/cor.2019.0160.
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Writing about art and the teaching of art writing are becoming important issues in the art world. Furthering our understanding of art texts can inform the practice and teaching of art writing. In an effort to expand linguistic understanding of art writing, this study examines a corpus of 180 online explanatory art museum texts from the online collections of nine US museums using a functional profiles perspective. I use cluster analysis to group the 180 texts into functional profiles based on their use of twenty-one linguistic features. The cluster analysis resulted in five clusters that are interpreted functionally: Cluster 1 (n=56), ‘descriptive information’; Cluster 2 (n=30), ‘expanded form – adding interpretation and process’; Cluster 3 (n=40), ‘contextualising’; Cluster 4 (n=8), ‘process and interpretation with agency’; and Cluster 5 (n=46), ‘narrative focus’. It is posited that this understanding of online explanatory art museum texts can inform the teaching of future museum professionals.
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Zhang, Jing. "Practical Research on the Assistance of Music Art Teaching Based on Virtual Reality Technology." Wireless Communications and Mobile Computing 2022 (June 16, 2022): 1–13. http://dx.doi.org/10.1155/2022/8479040.
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Music education in our country has a long history, but modern teaching started relatively late. In recent years, our country has continuously accelerated the pace of learning in the field of music education. The use of advanced Internet of Things virtual reality has become an important way for the development of music art education in our country. This paper studies the practical effects of music art teaching combined with the aid of the Internet of Things virtual reality technology. This article takes the Internet of Things virtual reality technology-assisted music art teaching as the research object and analyzes the effects and advantages of virtual reality technology in music art teaching. Search for topics such as “music” and “VR” through Google to find literature related to music and art. Get the latest rankings of different types of electronic music on YouTube, and through the audition and BPM screening, download music that meets the classroom practice of this article. Research results show that a teaching system that combines VR and augmented reality technology can shorten teaching time by 65%. The virtual reconstruction of music art using VR technology allows students to visually observe the form of music art. The combination of VR technology and traditional teaching methods significantly increases the initiative, interest, effectiveness, and participation of students in learning and can achieve better teaching results. VR system is used in music teaching. DentSim system, Moog Simodont, and dental trainer system can effectively help students master the basic methods of note preparation and actively improve the teaching quality of music professional courses.
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Wang, Qing, Jian Wang, Yanghao Ye, and Lingxi Chen. "Analysis of the Role of Decision Tree Algorithm in Art Education Based on the Background of the Internet of Things." Mobile Information Systems 2022 (April 22, 2022): 1–7. http://dx.doi.org/10.1155/2022/1425525.
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In recent years, transportation, medical care, energy, and other fields have relied on a number of smart technologies such as the Internet of Things and cloud computing, and the degree of intelligence has continued to increase. As a key part of the future development of cities, education is facing tremendous pressure and challenges. How to use all kinds of smart technologies to promote the informatization of education and create a new era of smarter education is an important mission of current smart education. Decision tree classification is a frequently used technique in data mining. It has the characteristics of fast classification and high efficiency. It is not only used to analyze data but also to make predictions. Professional art education occupies an important position in college education. How to combine decision tree algorithms to develop targeted and effective professional art education and to strengthen the teaching reform and research method innovation of art design has become the current teaching work of colleges and universities. The purpose of this paper is to optimize the teaching mode of art courses in colleges and universities, improve the teaching effect of art classes, and realize the teaching goal of art courses. In this paper, art curriculum teaching experience and the reality of teaching research, through analyzing three local questionnaire surveys of college students, based on the principle of students’ subjectivity from the topic content, organization form, evaluation mode of college art teaching in our student autonomy, initiative, and the role of creative mechanisms are discussed. According to the practical teaching activities of art courses conducted in this paper, the satisfaction degree of college students with art courses is up to 92%, which indicates that this experiment is still relatively successful and significant, and arouses students’ subjectivity to some extent.
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Щеглова, Людмила, Lyudmila Shcheglova, Наталья Саенко, and Natalya Saenko. "Teaching resources of art cinema in the context of teaching the Humanities in the contemporary universities." Universities for Tourism and Service Association Bulletin 10, no. 4 (December 19, 2016): 39–48. http://dx.doi.org/10.12737/23575.
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The article settles the task of the research and testing of new effective forms of development of humanitarian knowledge. Such cinema technologies are the film seminar, interactive lectures, video seminars, prepared discus- sion on the film, etc. Authors analyze humanitarian and moral sphere of man and society through analysis of cultural and moral determinants, reflected in the works of cinema. The relevance of the article is determined with the obvious crisis of the institutional forms which still develop the fundamental cultural and philosophical education, and which leads to the obsolescence of the translation forms of generalized knowledge. The authors believe that the intensification of the modernization process of the forms of humanitarian knowledge development will contribute to more efficient formation of common cultural and professional competences of future specialists. Outdated knowledge paradigm is supplanted by a system of methods of students’ creative abilities activation. In the broad context of culture visualization the perception of the thematic blocks of the various Humanities disciplines through active viewing and interpretation of movie passes effectively. Film seminar provides an opportunity to convey educational material in the form of an artistic image; to see the diversity of social and cultural explication of the ideas and values of modernity. The Central concept of the article is built around the creation of new forms of presentation of the lecture material and practical training, which must be problematic and must have the search character to develop the students’ mental activity, to form their cultural competence. The aim of the article is to study and disclosure of the volume meaning and the functional versatility of the cinematic image in the context of the development of the content of the Humanities in higher education. Scientific novelty of the article is opened in the integrative nature of the study. Simultaneously the authors consider, classify, and formulate in the form of methodical recommen- dations: 1) the variety of interpretive practices in the process of understanding the film text; 2) the ability of the cinematic image to accumulate and transmit knowledge about culture, society and man; 3) specific procedures for mastering humanitarian knowledge in the context of global imaging culture.
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He, Guanyu. "Schema Interaction Visual Teaching Based on Smart Classroom Environment in Art Course." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (September 11, 2020): 252. http://dx.doi.org/10.3991/ijet.v15i17.16441.
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With the progress and development of times and society, comprehensive art quality has become an indispensable part in the knowledge structure. As a required course in the education stage, art course is of great practical significance for improving the personality and intelligence. But, traditional teaching tends to cultural course. The structural design of art course is signal, and the learning efficiency is low. At present, art course is one of key courses in the course reform. Based on this, this study proposed a schema interaction visual teaching model based on smart classroom environment. Firstly, teaching design of concept map form, discussion between the teacher and students, notes taking area, knowledge structure tree, knowledge review and self-evaluation area were established. Meanwhile, smart cloud service technology was applied to collect, transmit and analyze the teaching data of concept maps so as to develop a set of individualized course learning resources. After the integration, the teaching design includes three stages: establishing the cognitive map, guiding conceptual cognition integration and evaluating learners’ transfer and application ability. In addition, multiple coding types of Flanders Interaction Analysis System were employed in this study, and the interaction between human and technology improved according to the smart classroom environment. In the meantime, codes 16-24 added were expressed, and the subsystem of art course teaching interaction formed. According to the teaching example of art course, the proposed teaching method can motivate students’ art potential and promote the development of their higher-order thinking ability, so it is accepted by both teachers and students.
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Mishne, Eric William. "The Sandcastle Classroom." International Journal for Innovation Education and Research 5, no. 6 (June 30, 2017): 80–97. http://dx.doi.org/10.31686/ijier.vol5.iss6.699.
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This essay positions the classroom as a work of art. More specifically, the author suggests that the classroom is a form of temporary art not unlike a sandcastle. Relying heavily on John Dewey’s Art as Experience, and finding auxiliary support from authors such as Elaine Scarry, Drew Leder, and Kenneth Burke, this essay argues that art and teaching occur simultaneously and are inseparable. Comparing teaching to building a sandcastle and other types of art, an examination of the role of the teacher as an artist, the course content as the message, the space of the classroom as the medium, and the students as the audience build the foundation for this artful perspective of teaching. Finally, the collaborative experience of the teacher and student illustrate the long term effects of this aesthetic perspective reinforcing the value of purposeful and artistic classroom instruction and course creation.
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Muda, Iskandar, Uyuni Widiastuti, and Suharyanto. "Assification of Interactive Multimedia-Based Teaching Materials in Class VIII Culture Arts." Britain International of Linguistics Arts and Education (BIoLAE) Journal 4, no. 2 (August 13, 2022): 123–37. http://dx.doi.org/10.33258/biolae.v4i2.708.
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The title of the research is Asification of Interactive Multimedia-Based Teaching Materials in Class VIII Arts and Culture Subjects. The background of this research is that there is no material available for Class VIII Cultural Arts subjects (especially music and dance materials) that use interactive multimedia. The objectives of the research were: to compile teaching materials for the art of music and dance based on interactive multimedia in the Class VIII Cultural Arts learning in the form of a Book Creator. The target achieved in this research is to produce interactive multimedia teaching materials which are integrated into a single unit in the form of a Book Creator. The results of the study resulted in Cultural Arts teaching materials in the form of Book Creator consisting of e-books (materials for the art of music and dance), Malay music learning videos on Sri Langkat songs and techniques for playing Malay musical instruments, and Nias dance learning videos on Giri-giri dance and Nias dance techniques. It is hoped that the existence of Cultural Arts teaching materials using interactive multimedia (Book Creator) can increase students' creativity in learning Cultural Arts.
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Li, Yanxia. "Intelligent Environmental Art Design Combining Big Data and Artificial Intelligence." Complexity 2021 (June 10, 2021): 1–11. http://dx.doi.org/10.1155/2021/1606262.
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The widespread use of artificial intelligence in the field of design teaching has become a development trend, and for the art design profession, we should conform to and actively adapt to this development trend, change the original teaching mode, innovate their own teaching methods, constantly enrich the teaching methods, so as to improve the quality of teaching, and constantly cultivate high-quality art design talents in the new era. For the subject students, they grow up under the Internet. They are more affectionate to many new technologies, and the traditional teaching methods have some problems to meet their learning needs, so it is very necessary to introduce artificial intelligence in teaching. In this paper, we will discuss the optimization of the curriculum system of art design in higher education institutions in the context of artificial intelligence. The purpose of guiding the innovation of environmental art design thinking is to stimulate students’ learning ability and innovation ability and learn to use design ideas in practice. Integrating design thinking with artificial intelligence gets four innovative ways of culture, form, function, and emotion in terms of innovation at the design thinking level; in terms of thinking innovation guidance, it gets the guidance of role transformation and model practice, integrating artificial intelligence with environmental art design thinking, designing interactive spaces more in line with the times, and promoting the harmonious development of human and nature.
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Hrvanović, Maja. "COMMUNICATION AND INTERACTION IN ART CLASSES." Journal Human Research in Rehabilitation 4, no. 2 (April 2014): 19–22. http://dx.doi.org/10.21554/hrr.041403.
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Numerous indicators affect communication and interaction in art classes. For every teacher, as pedagogue, his successful educational activity is very important as some indicators influence the two-way exchange of information in art classes. Teaching art is very specific way of teaching process, because it is mostly based on exchange of visual information of artistic type which represents a special form of communication. The specificity of artistic information, way of acting on the viewer and intense emotional charge in the process of communication should be used as visual stimulus. The richness of imagery, stimulation of reality, abstraction and other cognitive processes in art classes experientially and visually improve students’ awareness and should be represented and diversified by origin and multiplied by quantity. The research paper aims to demonstrate the importance of connectivity between judgment of taste and ability to evaluate the quality of the work of art in art and non-art schools. Teaching and education in art classes is being realized precisely inside communicative relations and appropriate socio-emotional climate. In this research, visual communication in art classes is defined over the structure of the inventory that will examine the differences between abilities to evaluate the quality of artistic information and the judgment of taste.
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He, Guanyu. "Blended Teaching Mode of Art Course based on Objective Achievement Scale." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 289. http://dx.doi.org/10.3991/ijet.v15i13.14987.
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To solve the problems of students’ lack of initiative, inadequacy in research on teaching theories, and imperfection of curriculum evaluation system in the teaching of art course, a new blended teaching mode was built in this study by extracting the advantages of Team-Based Learning (TBL), Problem-Based Learning (PBL) and Case-Based Learning (CBL) in accordance with the teaching characteristics of art course and students’ cognitive competence. This mode is designed to focus on teamwork, problem orientation and case analysis in teaching link. This teaching mode consists of online and offline modules, via which teacher releases course materials and assigns classroom tasks and students read the course materials and fulfill tasks online, and students make report on study in the form of group and teacher gives feedback and evaluations offline. An objective achievement scale model with five educational objectives set on the basis of Borich Needs Assessment Model (BNAM) was designed based on development planning and teaching orientation of art course, socio-economic development and job requirements and questionnaire survey on graduates. The conclusion shows that the blended teaching model performs better than conventional teaching model in improving students’ academic performance and promoting class enthusiasm and satisfaction with course. With the objective achievement scale model, quantitative evaluation of teaching efficiency can be realized from point, line and plane perspectives, facilitating educators in customizing proper student training program.
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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 (September 13, 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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Kuzmina, Darya Y. "EXPERIENCE OF USING QUIZ AS A MODERN FORM OF TEACHING ENGLISH IN THE CONTEXT OF FORMING INTERCULTURAL WORLD OUTLOOK." Lifelong education: the XXI century 20, no. 4 (December 2017): 83–93. http://dx.doi.org/10.15393/j5.art.2017.3765.
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Peng, Yuan. "Research on Dance Teaching Based on Motion Capture System." Mathematical Problems in Engineering 2022 (May 10, 2022): 1–8. http://dx.doi.org/10.1155/2022/1455849.
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Ethnic dance is a part of minority culture and an important chapter of intangible cultural heritage. Because the art of dance does not exist in a certain physical form in a certain environment, it is difficult to record and preserve dance. In traditional recording work, dancers' dance movements are mostly recorded through text, photos, videos, etc. However, these methods can only record and preserve dance movements in a two-dimensional manner from a limited number of angles and cannot achieve accurate and comprehensive record protection of dance poses. Moreover, data preserved by traditional methods can only be simply copied and transferred, and cannot be exploited, developed, or innovated. Therefore, motion capture technology can be applied to the protection of ethnic dance art, and motion capture technology can be used to obtain 3D gestures of ethnic minority dance spaces, restore and optimize digital movements, such as establishing a national dance art movement technology database, and combine the protection of the original ecological cultural atmosphere. It can accurately and comprehensively preserve the essence of ethnic minority dance art and provide effective reference for many ethnic minority dances with ethnic characteristics, digital protection of sports, and the future.
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Yang, Li. "Discussion on the Teaching Strategy of Children’s Song Singing in Early Childhood art Education." Learning & Education 10, no. 5 (March 13, 2022): 89. http://dx.doi.org/10.18282/l-e.v10i5.2682.
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Early childhood education is an important part of enlightenment education, children’s song singing as a lively, rich
interesting form of education in kindergarten teaching plays an important role in parenting. Based on this, this paper starts from
the analysis of the importance of children’s song singing, and explores the implementation strategies of children’s song singing
teaching in early childhood art education, in order to improve the substantive effect of early childhood education and teaching.
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Schneider, Sara K. "Aprendiendo el arte marcial indio del kalarippayattu: ecologías inciertas de género, clase, cultura y etnicidad." Revista de Artes Marciales Asiáticas 5, no. 2 (July 12, 2012): 45. http://dx.doi.org/10.18002/rama.v5i2.110.
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Rooted in the author’s field experience studying the traditional South Indian martial art kalarippayattu, this article examines the complexities of communication, including the use of touch as a teaching tool, in an intercultural teacher-student relationship, and surfaces how gender, culture, and class impacted learning in this embodied art form.
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Guseinova, Larysa, Yurii Dvornyk, Liubov Dorokhina, Olena Koval, Tatiana Lyashenko, and Alla Khomenko. "The Nature of and Conditions for Building the Poly-Art Competency in art Teaching Specialties." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 2 (May 9, 2022): 198–217. http://dx.doi.org/10.18662/rrem/14.2/576.
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The relevance of the initiated research is determined by a few dominating challenges of modern art and pedagogical education. In particular, these are the interaction between the participants in the educational process, given the spread of the pandemic; insufficient development of ways to form the professional competence in students of art and pedagogical specialties; the inertia of art and pedagogical education and, as a consequence, the slow introduction of innovations in higher education; the insufficient reflection of the principles of poly-arts education in art and pedagogical studies. The nature of poly-arts competence in specialists of art and pedagogical direction specialists has been redefined and adjusted. This competence is interpreted as an integral professional quality of personality. The methodical conditions of its formation have been outlined, embracing the updating of the educational process, use of interactive technologies and methods of personality-oriented learning, the introduction of integration of different levels, etc. Neuropedagogical prerequisites of formation of poly-artistic competence for students of art and pedagogical directions are defined. We have also identified interrelated and complementary aspects of poly-artistic competence (cognitive, reflexive, methodological and procedural), as well as directions of their development. Prospects for further research lie with the development of the methodological formation of poly-artistic competence for students in art and pedagogical specialties and the subsequent testing of its effectiveness in an actual educational process.
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Maaruf, Siti Zuraida, Aliza Mohd Salleh, and Noor Farhani Othman. "The Development of (ArtHis) Interactive Module in Teaching and Learning Art History." Social and Management Research Journal 16, no. 2 (October 21, 2019): 57. http://dx.doi.org/10.24191/smrj.v16i2.7063.
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The publishing material of art history pedagogy is known to have too many facts and students need to digest lots of information. The alternative methods of teaching and learning have become more reliable when technology-based methods have been found to be an effective pedagogical material. This study aims to design and develop an ArtHis Interactive Module for teaching and learning art history in Visual Art Education. For this reason, this study also investigates the impact of its usability in classroom and assesses the learning motivation of Visual Art students simultaneously. In this study, the Design and Developmental Research (DDR) method was used. For the most part, the ArtHis Interactive Module is developed by using ADDIE Model by considering the elements of design, technical, pedagogical, and the content which is appropriate to achieve the objectives stated in Visual Art Education syllabus. Specifically, the development process was guided and supported by Dual Coding Theory and Flow Theory for information processing. For this purpose, the research focused on Form 5 Visual Art students. Microsoft PowerPoint was used to produce the interactive module with the aim of enhancing the students’ motivation in learning Art History. The finding shows that the impact of learning art history using ArtHis Interactive Module has improved students’ conceptual understanding. It is also determined that 93.9 percent students agree that the exercises in the ArtHis Interactive Module help them to gauge their level of understanding and knowledge on the topics in Art History. In conclusion, ArtHis Interactive Module is used for the purpose of improving teaching methods and increasing the motivation of students in Visual Art Education especially Art History topics.
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Li, Xingping, and Wei Xiao. "Application of Wireless Network Based on Artificial Intelligence in Network Teaching of Preschool Education Manual and Aesthetic Education Practical Course." Mathematical Problems in Engineering 2022 (June 15, 2022): 1–10. http://dx.doi.org/10.1155/2022/6729830.
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For preschool education majors, art and crafts are required courses. This course is a hands-on exercise that helps students develop their creative awareness, design thinking, and hands-on skills. At the same time, it provides learners with the teaching thinking mode of art and handicraft theme and the form of online teaching helps learners to construct the thinking mode of online learning. As a new teaching form, online teaching is gradually leading the reform in the field of education. However, the majority of present online teaching is simply a continuation of traditional teaching thought, relying on substantial teaching research rather than utilizing its particular advantages to develop and expand. Also, the connotation depth of traditional teaching may not involve the essential problem of teaching application itself—teaching methods and experience of acquiring knowledge. As a result, determining how to characterize an individual’s ability to acquire knowledge and successfully assessing the level of growth of an individual’s cognitive structure is critical to the development of a new generation of online education. In order to prepare for the next generation of network teaching, this article uses artificial intelligence and wireless networks to teach preschool education manual and aesthetic education practical courses through the Internet. From the perspectives of individuals and groups, two teaching case recommendation experiments are given. The experiment’s end result confirms the practicality and logic of the evaluation model described in this research, which is based on individual cognitive structure.
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Lutfi, Dina A. M. "Broadening the Understanding of Art Education." Journal of Research in Philosophy and History 2, no. 2 (September 23, 2019): p146. http://dx.doi.org/10.22158/jrph.v2n2p146.
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This paper aims to explore the possibilities of approaching art education teaching methods with pragmatism. In the traditional sense, the role of the art educator has been to develop technical and visual skills of students. Today, the art educator is capable of developing teaching methods to enrich minds. Through thoughtful educational experiences, art educators may teach their students that works of art hold within them various social, cultural, personal meanings, and interpretations, which are an extension of the limitless possibilities explored by those who practice art making. Art educators must take into consideration students’ capacity in artistic learning. The understanding of art will differ as a result of students’ exposure to art, in addition to their understanding of everyday life. To arrive at new and renewed approaches, educators may pose questions, such as, how may art educators continue to teach traditional art, which is valuable when it comes to understanding the artistic styles that form diverse cultural and social fabrics, while also introducing contemporary art practices? In what ways may art educators engage with their students, share their experiences and knowledge, while simultaneously presenting them with new challenges?
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Shen, Qi, and Lili Wang. "Research on the Cognition Education of Art Design—Taking the JMI Experience Design Season as an Example." Learning & Education 9, no. 3 (December 29, 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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Guo, Hu, Li Xuan, Chen Hao, Faris Kateb, and Adel Ali Yassin Alzyoud. "Research on the mathematical model construction of art and ideology in visual communication design teaching." Applied Mathematics and Nonlinear Sciences 6, no. 2 (July 1, 2021): 517–24. http://dx.doi.org/10.2478/amns.2021.2.00110.
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Abstract Aims To enhance the teaching quality in the field of visual communication design and make students to improve in all aspects of moral, intellectual and physical development, strengthen their ideological education, improve their ideological quality and strengthen their understanding of visual communication design art. Methods By using mathematical methods to construct models, and making appropriate selection of the literature method, practical teaching method and investigation method, the author made a comprehensive study on the artistic problems in art teaching from the aspects of definition, function, characteristics and students’ ideological quality, and discusses potential solutions. Results It had a positive effect on teachers and on their teaching methods, so that they have a better understanding of their teaching work, to motivate themselves towards their goals, make the classroom teaching vivid and improve the teaching efficiency. Conclusion The art of teaching visual communication has a close relationship with the strength and quality of people's thoughts; so, we must strengthen the artistic quality of visual communication design education, to improve students’ ideological quality and the art of teaching visual communication design. In our model, the motivation of teachers to create and sustain interest in students studying visual communication design is stronger when the imagination of ideological content is broad, and when the artistry is positive for right triangle and thoughtful for backward right triangle. The construction of the model is like a regular triangle and an inverted triangle combined to form a regular rectangle mathematical model. It will make visual communication design teaching like Mona Lisa so that people linger.
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Baumgartner, Michael. "Paul Klee. From Structural Analysis and Morphogenesis to Art." Research in Phenomenology 43, no. 3 (2013): 374–93. http://dx.doi.org/10.1163/15691640-12341265.
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Abstract This contribution illuminates the meaning of the systematic confrontation with nature in the artistic and art-theoretical thought of Paul Klee. Klee’s specific interest lay in the analysis of the morphological and structural principles of plants as well as in the study of the processes of growth and form in nature. A central element of this confrontation—which also manifested itself in nuanced ways in Klee’s teaching at the Bauhaus and in his artistic creations—is the reduction of the manifold natural world of appearance to structural and morphological principles which can be freely and creatively reassembled. These principles form the foundation for Klee’s process-oriented understanding of nature and art.
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Han, Xiao. "Application of Virtual Reality in the Teaching of Interior Design." Journal of Contemporary Educational Research 5, no. 9 (September 30, 2021): 1–4. http://dx.doi.org/10.26689/jcer.v5i9.2501.
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With the rapid development of computer technology, a new technology – virtual reality has arisen at this historical moment. This technology mainly creates a real scene through simulation so as to reflect the changing form of objects. As a complex art form, the characteristics of interior design cannot be displayed only through pictures and words but with the effective application of virtual reality, the development of interior design can be promoted. This article mainly analyzes the current teaching situation of interior design and puts forward specific application strategies of virtual reality in the teaching of interior design, which have guiding significance in improving the teaching effect of interior design.
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Ye, Dehui, Yuanyuan Tan, and Haifeng Chu. "Research on Practical Teaching Mode of Collaborative Education of Science and Education for Master of Arts based on Compound Space." BCP Social Sciences & Humanities 16 (March 26, 2022): 43–48. http://dx.doi.org/10.54691/bcpssh.v16i.437.
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With the continuous deepening of education reform, the training objectives of Master of Arts graduates have begun to emphasize the "integration of theory and practice". In the face of a brand-new teaching system model, in the teaching process of cultivating a master of arts, how to improve the subjective initiative of students, the timeliness and spatiality of practical teaching organization is of great practical significance. Aiming at the characteristics of master of arts that need to cultivate practical and innovative graduate talents, this paper develops a studio practice teaching model that educates people through a science and education system, constructs a compound graduate teaching space, makes the practical teaching space more open, and not only expands the practice horizontally the platform also realizes the in-depth interaction between teachers and students from the vertical. The construction ideas, characteristic content, and application strategies of this model enrich the teaching content and form of the Master of Art, and provide an effective reference mechanism for improving the current practical teaching quality of the Master of Art and Design.
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Hosam Aldeen Mohammad, Omar, and Montasir Masoud Alabdullah. "Landscape architecture design as an art creative practice: A studio teaching model." Landscape Architecture and Art 20, no. 20 (October 11, 2022): 92–101. http://dx.doi.org/10.22616/j.landarchart.2022.20.10.
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Landscape Architecture is defined as a blend of art and science. However, it has been acknowledged that configuration of design forms, which is related to spatial composition and element forms is the most challenging design aspect that the students face in learning the design process in the basic design course. This is not the case for the scientific aspects where students can establish their ability and confidence in learning landscape technical issues and functional requirements. This paper discusses the outcomes of the first Landscape Architecture Design Studio at the Department of Landscape Architecture at Imam Abdulrahman Bin Faisal University (IAU), which represents the first foundation stone for Landscape Architecture design education. The Landscape Architecture Studio has examined the role of creative practice in art plays in the landscape architecture design process in the light of Zangwill’s Aesthetic Creation Theory (ACT), and following the Form-Based Design (FBD) approach process defined by Stefano Fillipi. In this studio, students were asked to design a private garden related to, hypothetically, an artist’s family house. Based on the FBD approach, each student chose a specific modern artist, supposedly owning the garden house, and studied his artistic principles of forms, patterns, colours and composition, and used them as an inspiration for their own art paintings. The students’ art pieces acted as the basis for conceptualising their design preliminary plans and 3D images. As a result of this studio, students showed a great interest in the studio artistic approach, and demonstrated a significant ability to translate the artistic principles and qualities existing in creative painting successfully into their landscape architecture design. At the end of the teaching process, a reflective student survey feedback from instructors indicated that students had learned about the aesthetic creative approach and were able to understand the role non-aesthetic properties played into manifesting the design aesthetic quality.
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Islamiyah, Rodhiya. "Pengembangan Bahan Ajar Pencak Silat untuk Materi Seni Jurus Tunggal Bagi Ekstrakurikuler." Sport Science and Health 3, no. 1 (May 1, 2021): 1–7. http://dx.doi.org/10.17977/um062v3i12021p1-7.
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Abstract: This study aims to develop teaching materials and make it easier for students to learn single art movements gradually by promoting the correct technique using audio-visual media which contains learning about the art of single pencak silat art. The results of the research were: 1) the development of teaching material products for extracurricular learners, especially the single art form of audio-visual pencak silat; 2) make it easier for students to understand and memorize the material about the single art of pencak silat correctly.
Abstrak: Penelitian ini bertujuan untuk mengembangkan bahan ajar dan mempermudah peserta didik dalam mempelajari gerakan seni jurus tunggal secara bertahap dengan mengedepankan teknik yang benar menggunakan media audio visual yang berisi tentang pembelajaran seni jurus tunggal pencak silat. Hasil penelitian adalah: 1) pengembangan produk bahan ajar untuk pembelajar ekstrakurikuler khususnya seni jurus tunggal pencak silat yang berbentuk audio visual; 2) mempermudah peserta didik dalam memahami dan menghafalkan materi tentang seni jurus tunggal pencak silat dengan benar.
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Anwer, Arshia. "Doing the write thing: Teaching public relations writing through philosophy of communication and media ecology." Explorations in Media Ecology 19, no. 2 (June 1, 2020): 211–23. http://dx.doi.org/10.1386/eme_00038_1.
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This article approaches the reflection on excellence in writing both philosophically and practically, through philosophy of communication and media ecology. It argues that the way to excellence in writing is through, first, learning and acquiring knowledge about the art and forms of good writing and appropriate media. The next stage is to perform the act of writing using appropriate forms and channels of dissemination. If done wisely, with care and reflection, the understanding and use of theoria and praxis can result in producing excellence in writing, or poiesis. Philosophical reflection on theoria, praxis, and poiesis, thus, enables one to understand a deeper sense of the why and how of the art and craft of writing. The specific form of writing considered in this article is public relations writing in a classroom setting; however, understanding the philosophical and media ecological underpinnings of rhetoric can also be useful in other forms of writing and communication.
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Korozhneva, Liudmila. "NATURAL SCIENCE EDUCATION IN 21 CENTURE: A COMPETENCY-BASED AND INTEGRATIVE APPROACH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (December 5, 2010): 4–5. http://dx.doi.org/10.48127/gu-nse/10.7.04b.
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Nowadays we can see the decrease of interest of youth to natural sciences and, accordingly, the low level of natural science knowledge. The modern problem of the theory and the prac-tice of the learning in the schools is the problem of the formation of the competences. The investigators of this problem define various competences. According to the new approach to the content of the natural science education it is necessary to reconsider the process of teaching. One of possible ways is the teaching on the integrative base. The integrated teaching is based on interaction of aim, content, methods, forms and results of the teaching process. The substance of the integrated teaching consists of the necessity to unite the educational subjects of different cycles: natural science, humanitarian and art-aesthetic. It is explained so that in the contents of primary (elementary) education there are different aspects of study of the environment through subjects of a natural science, humanitarian and art – aesthetic cycle. The integrated lesson is a form of realization of the integrated teaching. The teachers of pri-mary schools of Lithuania organize the new form of the integrated teaching. It is the integrat-ed day and integrated week. The journal “Natural Science Education” invites the scientists and teachers to take part in discussion of problems of natural science education. Key words: natural science education, integrative approach, teaching process, interest in science.
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Stojiljkovic, Nenad, Slavoljub Uzunović, and Stevan Stamenković. "PLAYFUL FORMS OF ART – THE APPLICATION OF DANCE IN THE TEACHING OF PHYSICAL EDUCATION." Facta Universitatis, Series: Teaching, Learning and Teacher Education, no. 1 (January 23, 2020): 161. http://dx.doi.org/10.22190/futlte1902161s.
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The paper gives a critical review of the application of different forms of dance in physical education teaching. Dance as a playful form of art was considered in many respects - as a kind of art, by its basic characteristics, its essence, as an aesthetic expression through essentially and formally beautiful. Dance forms are organized into three areas: folk dance, social dance and artistic dance. For each of the forms, as a part of art in space and time the basic types and their essential characteristics and benefits they can provide are specified. The study of dance in general embraces the historical, creative, aesthetic and critical dimensions. Dance is considered as a means of preserving culture and tradition, physical exercise and as an expression.
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Zhao, Qian. "The Application of Augmented Reality Visual Communication in Network Teaching." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (June 28, 2018): 57. http://dx.doi.org/10.3991/ijet.v13i07.8780.
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In order to improve the effectiveness of online teaching, visual communica-tion of augmented reality technology was applied. Network teaching was an auxiliary teaching form that used the network as a medium to carry out teaching information transmission. It was an extension of classroom teaching and an organic integration of information and technology and art. The visual effect of the online teaching interface directly affected the quality of teach-ing information delivery. Based on augmented reality technology, the re-search, analysis and analysis of interactive interface design content, process-es and principles were carried out in terms of human-computer interaction, user experience, and visual communication. Augmented reality based visual interaction interface design methods were summarized. The results showed that visual communication based on augmented reality could provide a new form of teaching demonstration and enrich the content of classroom teach-ing. To sum up, this method improves the students’ participation and enthu-siasm, and enhances the teaching effect.
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Meihami, Hussein, Bahram Meihami, and Zeinab Varmaghani. "CALL in the Form of Simulation Games: Teaching English Vocabulary and Pronunciation through Sims." International Letters of Social and Humanistic Sciences 8 (September 2013): 57–65. http://dx.doi.org/10.18052/www.scipress.com/ilshs.8.57.
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When discussing the current state of art with regard to the use of new technologies in foreign and second language learning one thing is blinking sharply: Simulation Games. Simulator games have prepared a great pedagogical context for young sailors and mariners. The importance of creating pedegugical context for sailors and mariners to learn English as a second or foreign language is the essence of this study. Simulation games show potential not just for engaging and entertaining users, but also in promoting language learning. In this research we survey the effect of simulation Games on sailor and mariners’ English vocabulary and pronunciation learning of Khoramshahr Navy University. The results clearly showed that these kinds of games have a significant impact of learners, especially when they learn English as ESP like the sailors and mariners.
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Al-Gharawi, Bydaa Sabih. "Employing visual thinking skills in the techniques of advertising art." Journal of Techniques 2, no. 2 (June 30, 2020): 16–28. http://dx.doi.org/10.51173/jt.v2i2.138.
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The current research attempts to look into the modern trends in artistic education and teaching methods to upgrade some cultures of teaching art according to scientific methodology. It also works on enhancing current education methods to reach excellence in the process of teaching advertisement art techniques, where the research aims to take on skills of visual thinking and adopt them in preparing teaching units that represent weekly lectures for the students of the Department of Printing Design Techniques / First Grade, and develop their abilities in translating visual language carried in advertisements to a written phonic language that requires training on visual thinking skills. Therefore the zero assumption placed that there are no differences of statistic indication at level of indication of (0.05) between the average of degrees of trial group students and the control group in visual thinking test. As for the second chapter, it contained the theoretical frame that discusses two axes: Visual thinking and advertising. Actions came in third chapter where it contained research society and its sample and the research tool prepared by researcher as a test of visual thinking at the end of experiment. The fourth chapter reviews the results which showed that using visual thinking as a method to teach the subject of advertisement art techniques helped the learners understanding and active positive learning through the faster reaching of thoughts and information than the common method. The conclusions showed that there is a positive relation of statistical indication between visual thinking skills and teaching the subject of advertisement art techniques in a balanced form which helped on boosting concept abilities in the way that fits with art learner. The recommendations included: Adopting visual thinking skills in teaching subjects of design mark in different departments of Applied Arts Institute.
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Bertling, Joy G. "Opening Thirdspace: Cultivating critical geographies in art teacher education." Visual Inquiry 10, no. 1 (June 1, 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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Liu, Xiaoyu, Hongming Zhou, and Junwei Liu. "Deep Learning-Based Analysis of the Influence of Illustration Design on Emotions in Immersive Art." Mobile Information Systems 2022 (July 30, 2022): 1–10. http://dx.doi.org/10.1155/2022/3120955.
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With the rapid development of information technology, art has become the most widely used form of visual art in the media. It is not only expressive but also closely related to the traditional art of painting. Excellent hand-drawn illustrations not only have stronger image expression and effect but also have an impact on people’s emotions. Therefore, this paper first examines immersive art in contemporary art, including the research on the concept of “immersion art,” the “immersion” embodied in art, and the “projection mechanism” in “immersion art,” and second, the research is based on deep learning. However, in view of the limitation of personal professional direction and the lack of understanding of the contents of psychology, semiotics, anthropology, and other multidisciplinary fields, the research direction of this paper mainly focuses on the preliminary identification and selection of material semantics, focusing on planning, selection, and construction The atmosphere of illustration, the interpretation of psychology, and the study of semiotics are shallow. In addition, teachers conduct teaching evaluation when the concept of teaching evaluation is not clear; there are defects in teaching evaluation objectives; there are many problems in the relationship between ability evaluation and knowledge evaluation; in the process of illustration teaching evaluation, summative evaluation is used instead of procedural evaluation. The phenomenon is serious. Finally, based on deep learning illustration design and emotional research, analyze the “healing” illustration cognitive visual case and compare deep learning and shallow learning illustrations. It is concluded that the assessment of in-depth teaching can provide students with more learning opportunities, access to more learning-related materials, and more transparency and freedom in questions. Interpret illustrations from a semiotic perspective, extract emotional semantic symbols from illustrations, compare them with emotional semantic maps of extended materials, locate and quickly create desired materials and colors. The emotional semantic symbols expressed in the works confirm the accuracy of the Guangcai emotional semantic map and also show that “healing” illustrations can effectively alleviate people’s negative emotions.
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Waluyo, W. "Transidentalisme Seni dan Budaya: Kajian Apresiasi Kritis Estetika Islam." JURNAL PENELITIAN 12, no. 1 (February 1, 2018): 65. http://dx.doi.org/10.21043/jp.v12i1.4130.
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<p>This article discusses about art from the point of view of Islamic spirituality. This is a study of the most important aspects of an art inspired by Islamic values, including literature, music, and other forms of art. Thus the deeper a person penetrates the meaning of Islamic art, the wider one understands of the relationship between art and Islamic spirituality. Arts are then refined by Islamic conception. Islam blesses every work of art that is in compliance with the Islamic teaching. The blessed works form a unique way of life that is in accordance with the norms of Islamic values. Acculturation of arts and local culture according to Islam is not value free, rather it is value bound.</p>
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Kukkonen, Tiina, and Benjamin Bolden. "Teaching Lives: An Arts-Informed Exploration of Teacher Experience." Art/Research International: A Transdisciplinary Journal 3, no. 2 (September 15, 2018): 150–71. http://dx.doi.org/10.18432/ari29329.
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With this article we connect the knowledge and experiences of two retired schoolteachers to present-day paradigms of learning and teaching in schools through narrative and arts-informed research processes. By extracting meaning from narratives of teacher experience and representing those meanings using musical and visual art media and methods, we hope to engage percipients in a form of “empathetic participation” that may lead to new and/or revitalized conceptions of teaching and learning, inform current pedagogical practices, and enhance teachers’ sense of belonging to an intergenerational community of educators.