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Journal articles on the topic 'Art and culture education'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Abdujabbarova, Musallam, and Pakiza Isamova. "Modern Strategies For Realizing The Educational Potential Of Art In Conditions Of Modernization Of Education." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 505–11. http://dx.doi.org/10.37547/tajssei/volume02issue11-86.

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This article is devoted to the issues of teaching and educating young people through the disclosure of the inner resources of art. The educational potential of art is determined and the ways of its realization in the conditions of modernization of education are described. The functional possibilities and prospects for the development of the artistic culture of young people, including in the process of interaction of cultures of different peoples, are considered. The components of the national culture are described, state strategies, attitudes and guidelines in the implementation of the educati

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2

Duncum, Paul. "Clarifying Visual Culture Art Education." Art Education 55, no. 3 (2002): 6. http://dx.doi.org/10.2307/3193995.

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3

Gray, Robert H. "Youth, Culture, Art Education, Television." Design For Arts in Education 90, no. 4 (1989): 23–25. http://dx.doi.org/10.1080/07320973.1989.9935556.

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4

홍애령 and 송미숙. "Future Direction for Culture and Art Education through Analyzing Culture and Art Education Policy." Journal of Korean Dance 33, no. 1 (2015): 167–90. http://dx.doi.org/10.15726/jkd.2015.33.1.007.

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Zhytnik, Тetiana. "Initial art education." Linguistics and Culture Review 5, S4 (2021): 799–807. http://dx.doi.org/10.21744/lingcure.v5ns4.1724.

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The purpose of research work is analyze the main provisions of the Modern Art School Concept, to determine the key guidelines and the main content of the modern art school’s educational process, proposed by the authors of the document. Tasks of research work: to find out the compliance of the Modern Art School Concept main provisions regarding the possibility of its implementation in practice, to comment it. Research methods: analysis of the document «The concept of a modern art school: Order of the Ministry of Culture of Ukraine [date: December 20, 2017 ? 1433]»; generalization of the main pr

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Özacn, Aybüke. "ARTISTIC EDUCATION IN TURKEY." ERAS | European Review of Artistic Studies 12, no. 3 (2021): 41–50. http://dx.doi.org/10.37334/eras.v12i3.248.

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This Article Aims to study Turkey’s Education system, history and culture. The Article includes Turkish Educational system from the beginning till today. It also includes the importance of Education and the effects of culture. One of the many important functions of art is to encourage people to see different cultural perspectives and enable them to better understand and appreciate themselves and others. Engagement with art from other cultures may help us transform our understanding of learning (Joseph & Southcott, 2009). Art has the tremendous potential to develop children’s cross-cultural

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Park, Jeong-Ae. "Mapping Visual Culture Education in Art Education Discuourse." Journal of Research in Art Education 8, no. 2 (2007): 15–30. http://dx.doi.org/10.20977/kkosea.2007.8.2.15.

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8

Smith, Peter J. "Visual Culture Studies versus Art Education." Arts Education Policy Review 104, no. 4 (2003): 3–8. http://dx.doi.org/10.1080/10632910309600049.

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Chang, Ruilun. "Culture and art education in China." International Journal of Education through Art 1, no. 3 (2005): 225–36. http://dx.doi.org/10.1386/etar.1.3.225/1.

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10

Shrestha, Sujan. "Mathematics Art Music Architecture Education Culture." Nexus Network Journal 20, no. 2 (2018): 497–507. http://dx.doi.org/10.1007/s00004-018-0371-2.

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LIAO, Jiacai. "Path analysis of integrating excellent traditional Chinese culture into the art education curriculum of colleges and universities." Region - Educational Research and Reviews 5, no. 5 (2023): 5. http://dx.doi.org/10.32629/rerr.v5i5.1429.

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In the long history of China, a series of excellent cultures have been formed, which are not only rich in form, but also have great educational value. The integration of excellent traditional culture into art education can not only promote the inheritance and development of traditional culture, but also enhance students' cultural self-confidence. However, the current integration of excellent traditional culture in art education in colleges and universities is still insufficient. This paper deeply discusses the path of integrating China's excellent traditional culture into college art education

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Wang, Shuang. "The Teaching Method and Practice Exploration of Traditional Culture Education and Art Education." Transactions on Economics, Business and Management Research 8 (August 8, 2024): 118–23. http://dx.doi.org/10.62051/k1n71t20.

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Chinese traditional culture has distinct national characteristics and connotation. Art education in colleges and universities bears the historical responsibility of inheriting and protecting traditional culture. At the present stage, integrating traditional Chinese culture into art education is still facing challenges. Therefore, in the era of information prosperity, only by constantly exploring the teaching methods and practical exploration of Chinese traditional culture education in art education in colleges and universities, can we stick to the foundation of art and awaken the original inte

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13

Galkina, Marina. "Traditions of folk culture and education." E3S Web of Conferences 284 (2021): 08015. http://dx.doi.org/10.1051/e3sconf/202128408015.

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The research on problems on preserving identity of tradition folk art and craft for strategic objective to design modern methods and tools in order to contribute to the creation of an education process. Experience was acquired in conducting relevant large-scale festivals, competitions, science conferences clearly demonstrated the younger generations growing ability in ownership to provide effective Russian Art cultural. Increased attention to realize workshops with Folk art and craft in the Moscow region system of additional education indicated positive dynamic for introducing teachers and chi

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14

Trafí-Prats, Laura. "Art Historical Appropriation in a Visual Culture-Based Art Education." Studies in Art Education 50, no. 2 (2009): 152–66. http://dx.doi.org/10.1080/00393541.2009.11518763.

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15

Lee, Na-Rye, and Kyung-Chul Jeong. "Visual Culture Art Education Utilizing Neon Color." Journal of the Korea Contents Association 11, no. 2 (2011): 303–11. http://dx.doi.org/10.5392/jkca.2011.11.2.303.

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16

Mullen, Cathy, and Graeme Chalmers. "Guest Editorial: Culture, Society, and Art Education." Studies in Art Education 31, no. 4 (1990): 195. http://dx.doi.org/10.2307/1320538.

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17

Jeunghee Kim. "Culture Education through the Reading Digital Art." Korean Journal of Culture and Arts Education Studies 10, no. 1 (2015): 113–31. http://dx.doi.org/10.15815/kjcaes.2015.10.1.113.

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18

Stankiewicz, Mary Ann, Kerry Freedman, and Fernando Hernandez. "Curriculum, Culture, and Art Education: Comparative Perspectives." History of Education Quarterly 39, no. 2 (1999): 216. http://dx.doi.org/10.2307/370048.

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19

Ascott, Roy. "Art and Education in the Telematic Culture." Leonardo. Supplemental Issue 1 (1988): 7. http://dx.doi.org/10.2307/1557902.

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20

Kindler, Anna M. "Visual Culture, Visual Brain, and (Art) Education." Studies in Art Education 44, no. 3 (2003): 290–96. http://dx.doi.org/10.1080/00393541.2003.11651745.

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21

Duncum, Paul. "Visual Culture in Art Education, Circa 2009." Visual Arts Research 35, no. 1 (2009): 64–75. http://dx.doi.org/10.2307/20715488.

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Abstract The article offers a personal view of the current status of visual culture in art education. The author argues that all the activity suggests that visual culture is now an art educational paradigm, though the great divergence of practice and understanding suggests it is a name only. Evidence suggesting the current paradigmatic nature of visual culture includes the number of publications and conference presentations on visual culture; reports of classroom activity; robust debate among proponents; outside criticism; and a sense that for many it has become naturalized as part of their ac

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22

이다롱 and Jina Kim. "Advancing Local Culture and Art Education- The Case of Supporting Programs in Gwangju Art and Culture Education Center-." Korean Journal of Culture and Arts Education Studies 10, no. 1 (2015): 31–50. http://dx.doi.org/10.15815/kjcaes.2015.10.1.31.

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23

Darts, David. "The Art of Culture War: (Un)Popular Culture, Freedom of Expression, and Art Education." Studies in Art Education 49, no. 2 (2008): 103–21. http://dx.doi.org/10.1080/00393541.2008.11518729.

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24

Akın, Nalan Okan. "Culture transferring by plastic arts education." Global Journal of Arts Education 5, no. 1 (2015): 25. http://dx.doi.org/10.18844/gjae.v5i1.56.

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Each culture has got unique values. Each society subsists with its values. Understanding a society maybe is one of the biggest virtue. Because it needs to either power of empathy or knowledge. Of course to form such an awareness individual is important. Immediately education comes at the first of this way. In this research visual education is approached. Therefore the purpose of this research, depend on universal culture, creating awareness by plastic arts education. This research is also important from the angle of teaching individuals who understand different cultures. It is also fundamental

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25

Khairusani, Mizan. "SENI BUDAYA SEBAGAI UPAYA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERNILAI ESTETIKA." TA'DIBUNA: Jurnal Pendidikan Agama Islam 3, no. 2 (2020): 43. http://dx.doi.org/10.30659/jpai.3.2.43-56.

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Education is a cultural process, in which education will greatly affect human continuity in religion, socialization, and culture. Education and cultural arts can never be separated because they influence each other, including cultural arts that shape the personality of an individual or group. Therefore, the process in education must have high-cultured wisdom in order to build attitudes, a balanced character of students from cognitive, affective, psychomotor results. More specifically, the purpose of Islamic education is to build character and good character. It is felt that Islamic education w

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26

Cui, Shengnan. "On Design Education and Cultural Inheritance." Advances in Higher Education 3, no. 2 (2019): 39. http://dx.doi.org/10.18686/ahe.v3i2.1407.

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<p>With the development of the economy, the art design industry in China is booming, and art design education has been paid attention to by various universities. After absorbing western modern design ideas, China's art design education develops rapidly. The personal design style of designers is largely influenced by national culture, which carries the history and spirit of the nation and has a profound influence and reference significance on modern art design<sup>[1]</sup>.This paper discusses the necessity of inheriting local culture for art design education in colleges and

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27

Bian, Ge. "The Path of Integrating Chinese Excellent Traditional Culture into College Art Education Curriculum." Arts Studies and Criticism 5, no. 5 (2024): 360. https://doi.org/10.32629/asc.v5i5.3086.

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As the key platform and expression form of traditional culture inheritance and innovation, art education and our country's outstanding traditional culture have a dynamic relationship of mutual promotion and integration. Based on this, this paper expounds the connotation of integrating Chinese excellent traditional culture into college art education courses, introduces the current situation of integrating Chinese excellent traditional culture into college art education courses, and probes into the effective path of integrating Chinese excellent traditional culture into college art education cou

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28

Williamson, Mary F. "Education for art and culture librarianship in Canada." Art Libraries Journal 19, no. 2 (1994): 22–24. http://dx.doi.org/10.1017/s0307472200008786.

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The ongoing economic recession together with redirection of dwindling educational resources towards the sciences, with less and less for culture, appears to some Canadian art librarians to be marginalizing art library collections and art librarianship. In any case, the current cultural climate invites a broader definition of ‘art’ that encompasses multiculturalism. Another source of concern is the increasing emphasis in our library schools on training information generalists, although the schools are simply addressing workplace preoccupations with technical and administrative skills. It can be

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29

Lewis, India. "8Visual Culture." Year's Work in Critical and Cultural Theory 27, no. 1 (2019): 141–59. http://dx.doi.org/10.1093/ywcct/mbz008.

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Abstract This chapter addresses books published in the field of visual culture in 2018 and is divided into three sections: 1. Art and the Internet; 2. Art and Society, and 3. Artists and Their Environment. The books under review cover a broad range of subjects within their specialities, but reflect general trends in contemporary writing and study in the field of visual culture. The first section explores how art critics and those in the field are continuing to deal with visual culture’s relationship with the Internet and digital media (Daniel Birnbaum, Michelle Kuo, eds. More Than Real: Art in

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30

Bouabdellah, Hassen, Fran Devlin, and Carolyn Bryson. "Culture, Art and Violence." College Literature 30, no. 1 (2003): 148–52. http://dx.doi.org/10.1353/lit.2003.0006.

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31

Foster, Kenneth J. "Art, Culture, and Administration." Journal of Aesthetic Education 28, no. 4 (1994): 62. http://dx.doi.org/10.2307/3333364.

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32

이재영. "Incorporating Culture & Arts Education into Art Education at Scho." Journal of Art Education 34 (May 2013): 45–65. http://dx.doi.org/10.35657/jae.2013.34.0.003.

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33

Cherepanova, Svitlana Oleksandrivna. "Art within Philosophy of Education. P.1." Filosofiya osvity. Philosophy of Education 20, no. 1 (2018): 280–95. http://dx.doi.org/10.31874/2309-1606-2017-20-1-280-295.

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Man, culture and art are a unique integrity. Philosophy generalizes the world-view bases of a definite historical form of culture and determines to a great extent the character of the process of cognition, including the artistic one (the harmonization of sensual and rational spheres of consciousness, the optimization of various types of information - verbal, sensory, structural ones, the development of productive thinking, etc.). Culture is equal to creative activity. So, creativity is a cultural activity with characteristic innovative approaches to solving social, professional and personal pr

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34

Filipchuk, Georgii. "ART FOR FREEDOM OF EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 13 (March 9, 2016): 9–18. http://dx.doi.org/10.33989/2226-4051.2016.13.171532.

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It was found that culture and art school in Ukrainian should be the highest component of a comprehensive education that ensures the full development of the individual. Arts education should be the means which will promote the development of human resources, cultural capital. Analyzed the European experience of art education, which proves that much attention to the creation of cultural and educational common space (elementary school plus libraries plus Museum) and the development of educational functions of museums, cultural centers, libraries, music institutions. It uses all available resource

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35

Kulbaev, A. "ART AND NEW EDUCATION PROGRAM." Znanstvena misel journal, no. 66 (May 23, 2022): 3–6. https://doi.org/10.5281/zenodo.6572585.

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Based on the scientific and theoretical works of the educational program B027 "Theatrical Art - Acting Art" /Physical Theater Artist/ on professional stage art, the author presents innovative methodological methods in creativity at the present stage of globalization of education, science, art and culture

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36

Song, Minhee, and Sunhee Lee. "Art & Culture Education Instructor as a Lifelong Education Instructor : Exploring Roles through Systematic Literature Review." Korean Society of Culture and Convergence 44, no. 12 (2022): 439–54. http://dx.doi.org/10.33645/cnc.2022.12.44.12.439.

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The purpose of this study is to analyze research trends on the art and culture education instructor system through systematic literature review and to explore the role of art and culture education instructor as lifelong education instructor. To this end, researchers summarized and analyzed the discussions on the system of art and culture education instructors and discussed the role of culture and arts education history from a lifelong education perspective, and find implications for the development of the culture and arts education history system. Researchers selected 59 papers out of 131 rese

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Brás, Rita Emanuela Rainho, and Ana Sofia Da Cunha Bessa Reis. "The “Unachieved” place of art education in the south." Conhecer: debate entre o público e o privado 9, no. 23 (2019): 16–28. http://dx.doi.org/10.32335/2238-0426.2019.9.23.1134.

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This article introduces the Ph.D. studies of its authors, who put into question the bridge between utopia and the reality experienced at the Mindelo_International School of Art (Mindelo_Escola Internacional de Arte – M_EIA), legally known as the University Institute of Art, Technology, and Culture [Instituto Universitário de Arte, Tecnologia e Cultura], the first Higher Education space in the areas of arts and design in Cape Verde, constituting a singular, irreverent, project in the struggle for art education practices informed by decolonized policies. Created in 2004, this utopian project sen

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38

MUSALLAM, ABDUJABBAROVA, and DAVLATOV OYBEK. "Educational Potential of Arts." Euro Afro Studies International Journal, (EASIJ.COM), 2, no. 2 (2020): 53–60. https://doi.org/10.5281/zenodo.3987394.

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The article is devoted to the issues of teaching and educating youth by revealing the inner resources of art. It determines the educational potential of art, and describes the ways of its implementation in conditions of education modernization; considers the functional possibilities and prospects for the development of the artistic culture of youth, including in the process of interaction of cultures of different peoples. The author dwells on the components of the national culture, and describes state strategies, attitudes and guidelines in the implementation of the educational potential of ar

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MUSALLAM, ABDUJABBAROVA, and DAVLATOV OYBEK. "Educational Potential of Arts." Euro Afro Studies International Journal, (EASIJ.COM), 2, no. 2 (2020): 117–24. https://doi.org/10.5281/zenodo.4029310.

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The article is devoted to the issues of teaching and educating youth by revealing the inner resources of art. It determines the educational potential of art, and describes the ways of its implementation in conditions of education modernization; considers the functional possibilities and prospects for the development of the artistic culture of youth, including in the process of interaction of cultures of different peoples. The author dwells on the components of the national culture, and describes state strategies, attitudes and guidelines in the implementation of the educational potential of ar

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40

Chrysty, Juliandri Maya. "Peran Guru Bidang Seni Dan Budaya Dalam Membentuk Nilai-nilai Pancasila." Widya Sundaram : Jurnal Pendidikan Seni Dan Budaya 1, no. 02 (2023): 158–67. http://dx.doi.org/10.53977/jws.v1i02.1292.

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This research investigates the central role that arts and culture teachers play in shaping students' Pancasila values. Focusing on character education, this research involves a qualitative approach using literature analysis and case studies as data collection methods. Art teachers, in this context, are considered as key agents who shape students' characters through various forms of art and culture. The literature analysis highlights the importance of art as an effective medium for transmitting moral and ethical values reflected in Pancasila. Art teachers have the responsibility to teach values

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41

Basak, Rasim. "Teacher Opinions and Perspectives of Visual Culture Theory and Material Culture Studies in Art Education." Journal of Education in Black Sea Region 6, no. 2 (2021): 186–211. http://dx.doi.org/10.31578/jebs.v6i2.242.

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Teacher opinions and discussions about Visual Culture Theory and Material Culture in art education are examined in this paper. Both approaches were compared and evaluated within their contents and fundamentals. Visual Culture Art Education (VCAE) in art education, specifically, has been criticized as having a Neo-Marxist or Cultural Marxist agenda stemming from Critical Theory, nonetheless, it is also viewed as being just another recent Postmodernist approach. Being a controversial theoretical account, VCAE seems widely unknown and not understood in its conceptual frame among art teachers in T

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42

Rahman, N. Vinky, and Esra Monica Aruan. "Performing Art and Culture Center Hamdan." International Journal of Architecture and Urbanism 3, no. 3 (2019): 342–50. http://dx.doi.org/10.32734/ijau.v3i3.3750.

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Performing Art and Culture Center is a building that functions as a center of activity to accommodate the creativity of the community in the field of art as well as public space facilities in the city of Medan. The center for arts and culture is expected to be able to respond to the problem of Medan City in providing community space and informal education facilities so that this function aims as a community space that can accommodate artistic activities with adequate facilities. The method used in designing this project is a data collection through field surveys and literature studies. This pr

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43

Song and Kim. "Culture and Art Education to Promote Cultural Welfare in Civil Society." Social Sciences 8, no. 12 (2019): 322. http://dx.doi.org/10.3390/socsci8120322.

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Today, intellectual education based on the various experiences and emotions of citizens through culture and art education draws attention in terms of obtaining improvements in social welfare. Citizens can become further aware of culture and art and get a wider range of benefits in cultural welfare. Culture and art education are important activities of cultural welfare. This study examines some of the successes of the Seoul Arts Center academy, which represents and hosts diverse cultural and art activities in South Korea. These activities have led to successful promotion of culture and art educ

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Vereš, Jozef. "Art in correlative processes (culture, education and pedagogy)." Hudba - integrácie - interpretácie 18, no. 1 (2015): 13–36. http://dx.doi.org/10.17846/hii.2015.18.13-36.

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45

Darts, David. "Invisible Culture: Taking Art Education to the Streets." Art Education 64, no. 5 (2011): 49–53. http://dx.doi.org/10.1080/00043125.2011.11519144.

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46

Duncum, Paul. "Visual Culture Art Education: Why, What and How." International Journal of Art & Design Education 21, no. 1 (2002): 14–23. http://dx.doi.org/10.1111/1468-5949.00292.

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Aziz, Allison. "Art Education Through a Contemporary Visual Culture Lens." Art Education 77, no. 4 (2024): 8–12. http://dx.doi.org/10.1080/00043125.2024.2330336.

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48

Eisenhauer, Jennifer F. "Beyond Bombardment: Subjectivity, Visual Culture, and Art Education." Studies in Art Education 47, no. 2 (2006): 155–69. http://dx.doi.org/10.1080/00393541.2006.11650491.

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49

Kang, Sunha. "The Meaning and Development Plan of Gugak Education as Culture and Arts Education." Korean Society of Culture and Convergence 45, no. 3 (2023): 655–64. http://dx.doi.org/10.33645/cnc.2023.03.45.03.655.

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This study examined the current status and significance of Gugak social culture and arts education, presented the aesthetic value and meaning of Gugak, and sought the vision and prospects for the development of Gugak education. Gugak culture and arts education enhances the quality of life and creativity to develop social practice through art, restores the everydayness of art and forms a creative cultural community, and develops Korean identity and community through performing arts education. Gugak education is divided into Korean traditional music experience and Korean traditional music learni

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50

Kim, Yealim. "Analysis of Current Textbook Content on the Visual Culture Art Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (2022): 827–44. http://dx.doi.org/10.22251/jlcci.2022.22.20.827.

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Objectives This study aimed to analyze the curriculum and art textbooks based on the content elements of discourse on visual culture art education to inform the development of new art textbooks. Methods a literature review was conducted to explore the research trends in visual culture art education studies and to analyze the curriculum and the contents of relevant textbook units by restructuring the goals and content of visual culture education. In the literature, a researcher have used qualitative content analysis methods to conduct studies. Results The literature search showed that most of t

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