Drawing from their own practice of writing letters by hand, the authors, white women art education scholars committed to critical pedagogy, present letter writing by hand as a form of inquiry for ...engaging in critical reflective practice. Informed by work of anti-oppressive scholars including Gloria Anzaldúa, Paulo Freire, and bell hooks, critical reflective practice involves critical self-evaluation and revision of action around relations of power. The authors began this letter writing practice in response to pandemic conditions, as other research plans were disrupted. In this inquiry through handwritten letters, the authors engage in continuous passage through inner and outer worlds, demonstrating the dynamic interplay of individuals within movements toward social transformation.
Abstract
We spend most of our time wanting a child with good grades and ignore the need for their all-round development of moral, intellectual, physical, social and aesthetic development, which ...indirectly causes most people to misunderstand and prejudice against children’s art education, so that children’s art education is not given enough importance and its rightful place. Art education was once too stereotypical for children, and with the help of computer technology today, art education may take on a new look. Based on this, this paper discusses the application of computer technology in art education.
This study focuses on students' spatial relationships within the context of place-based education. The research was designed as a holistic single-case design and was conducted with 15 students aged ...10-11, who were studying in the 5th grade at a middle school in Eskişehir, Turkey. Criterion sampling, one of the purposive sampling methods, was used to determine the study group. The data were collected through semi-structured interviews, worksheets, student'diaries, and the artistic works of the students, that were analyzed inductively. The findings indicate that through creative thinking, the students were able to create socio-cultural meanings by considering everyday living spaces, and that they were able to convey their sensual perceptions of the objects and the objects' properties in a certain space in their artwork.
Art educators have been promoting Community‐Based Art Education (CBAE) in schools in order to enhance students’ sense of socio‐cultural identity and contextual learning about local art and culture. ...It cannot only bridge the gap between the students’ daily lives and the communities and art, but can also enhance their inquiry, discovery and meaning‐making abilities. In China, the community‐based approach plays a significant role in the National Standards for Visual Arts, and Chinese art educators have been applying CBAE in school art education for decades. However, Western art educators are still unfamiliar with the issues, practices and challenges related to CBAE in China owing to language constraints. In light of the above, this article aims to initiate a dialogue between Western and Chinese CBAE researchers through discourse and discussions on the main issues related to CBAE in Chinese art education. It outlines current practices of, and issues related to, CBAE from the perspective of Chinese art education. It also discusses the three major challenges to the implementation of CBAE in China, namely the conflict between indigenous knowledge and official knowledge in the school art curriculum, lack of motivation among teachers, and neglect of context in the practice of local art in schools. It is hoped that this article it will enrich our overall knowledge of CBAE and contribute to the understanding of CBAE from a global perspective.
Guangzhou is an economically developed city in southern China. Its art education philosophy has always been innovative and able to blend the best of East and West, but it is also in need of a ...breakthrough in the COVID-19 post-epidemic. This thesis looks at the current state of art education in Guangzhou’s kindergarten through twelfth grade (K12) level and universities. It compares art education in and out of K12 schools in Guangzhou and points out that teaching children’s collages by turning waste into treasure can build environmental awareness while increasing students’ interest in learning. In addition, the teaching of environmental design in Guangzhou’s universities is constantly innovating, but it suffers from problems such as inadequate teacher deployment. Each university at different levels has its talent training objectives, and issues such as its ranking and reputation in the industry affect the employment of graduates. In the face of the sudden COVID-19 epidemic, teachers also consider whether a biophilic teaching philosophy can be embedded in teaching art at all levels in Guangzhou in the post-epidemic. While Guangzhou K12 schools and out-of-school institutions are also trying to attract parents’ and students’ attention to the art curriculum through waste to treasure and outdoor excursions, it is more important that students understand how to harmonize with nature than before the epidemic.
The relatively short history of the modern art education in Turkey inevitably mirrors the constitutional predicaments that the young nation undergoes for nearly a century. The article aims to ...survey the pivotal implementations, starting from the early days of the Republic, and brings close together an evaluative reading about what has been done to keep the Turkish higher education in fine arts relative and up to date. Consequently, the main focus has been on and about the manifold complexities that arose as a result of such pitfalls like the absence-and in some cases, also the presence-of mandatory legislative frameworks, art's and art education's assumed role and promise in the university context and the both mutual and separate motives of academics and students in the field. It can be said that the symptomatic qualities put forward a set of associations in-between those issues, causing a similarity among the key problems. Most apparent of those are about to be on the difficulty of translation-from one expression, structure, history, modality, experience or body of knowledge into another. Thus, the futility and dulling caused by the widespread institutional and individual custom of metaphrasing could be identified as a core issue whereas the necessity to paraphrase and to contextualize gains critical urgency. The concept of artistic research discussed in this context is a possible mode of structuring and programming the art education itself that could, it is hoped, be antidotal to the existing alienating and anaesthetic practice-which becomes especially significant today in a public institutional education environment that is expected to assure a free, relevant and worthy higher arts education that still has a chance to avoid the distorting restraints faced extensively by the private sector.
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