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Journal articles on the topic 'Art-based education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

RYU, Jiyeong. "Art-based Convergence Education." Society for Art Education of Korea 82 (June 1, 2022): 89–115. http://dx.doi.org/10.25297/aer.2022.82.89.

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2

Spratt, Frederick. "Art Production in Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 197. http://dx.doi.org/10.2307/3332749.

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3

Kleinbauer, W. Eugene. "Art History in Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 205. http://dx.doi.org/10.2307/3332750.

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4

Risatti, Howard. "Art Criticism in Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 217. http://dx.doi.org/10.2307/3332751.

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5

Stinespring, John A. "Discipline-Based Art Education and Art Criticism." Journal of Aesthetic Education 26, no. 3 (1992): 106. http://dx.doi.org/10.2307/3333019.

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6

Sevigny, Maurice J. "Discipline-Based Art Education and Teacher Education." Journal of Aesthetic Education 21, no. 2 (1987): 95. http://dx.doi.org/10.2307/3332747.

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7

Đuković, Anđela, Ivana Mrvoš, and Ivica Radovanović. "Education based on art as inclusive education." Inovacije u nastavi 33, no. 2 (2020): 1–14. http://dx.doi.org/10.5937/inovacije2002001d.

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8

Greer, W. Dwaine. "Developments in Discipline-Based Art Education (DBAE): From Art Education toward Arts Education." Studies in Art Education 34, no. 2 (1993): 91. http://dx.doi.org/10.2307/1320446.

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9

Al-Amri, Mohammed. "Multidiscipline-based Art Education Model." International Journal of the Arts in Society: Annual Review 6, no. 4 (2011): 77–92. http://dx.doi.org/10.18848/1833-1866/cgp/v06i04/36076.

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10

Clark, Gilbert A., Michael D. Day, and W. Dwaine Greer. "Discipline-Based Art Education: Becoming Students of Art." Journal of Aesthetic Education 21, no. 2 (1987): 129. http://dx.doi.org/10.2307/3332748.

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11

Graham, Mark A. "Art, Ecology and Art Education: Locating Art Education in a Critical Place-based Pedagogy." Studies in Art Education 48, no. 4 (2007): 375–91. http://dx.doi.org/10.1080/00393541.2007.11650115.

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12

Cho, In-Seong. "Multicultural Art Education for Comprehensive Knowledge: Implications for Competency-Based Art Education." Journal of Research in Art Education 24, no. 3 (2023): 31–51. http://dx.doi.org/10.20977/kkosea.2023.24.3.31.

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13

Blatt-Gross, Carolina. "Revitalizing Art + Design Education Through Expanded Notions of Community-Based Art Education." Art Education 77, no. 3 (2024): 42–49. http://dx.doi.org/10.1080/00043125.2024.2322419.

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14

Jackson, Philip W. "Mainstreaming Art: An Essay on Discipline-Based Art Education." Educational Researcher 16, no. 6 (1987): 39. http://dx.doi.org/10.2307/1175545.

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15

Deaver, Sarah P. "Art-Based Learning Strategies in Art Therapy Graduate Education." Art Therapy 29, no. 4 (2012): 158–65. http://dx.doi.org/10.1080/07421656.2012.730029.

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16

Lanier, Vincent. "Discipline-Based Art Education: Three Issues." Studies in Art Education 26, no. 4 (1985): 253. http://dx.doi.org/10.2307/1320850.

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17

Crawford, Donald W. "Aesthetics in Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 227. http://dx.doi.org/10.2307/3332752.

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18

Ulbricht, J. "What is Community-Based Art Education?" Art Education 58, no. 2 (2005): 6–12. http://dx.doi.org/10.1080/00043125.2005.11651529.

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19

Adams, Jeff. "Editorial: Visual Art‐Based Education Research." International Journal of Art & Design Education 38, no. 3 (2019): 558–61. http://dx.doi.org/10.1111/jade.12253.

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20

Julliard, Kell N., Jeetinder Kaur Gujral, Sarah W. Hamil, Elaine Oswald, Amy Smyk, and Nicole Testa. "Art-based Evaluation in Research Education." Art Therapy 17, no. 2 (2000): 118–24. http://dx.doi.org/10.1080/07421656.2000.10129513.

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21

Abd- El Aziz Al-Heezan, Abdullah. "Community-Based can impact the status of art education in Saudi Arabia “Community-Based Art Education”." International Journal of Education and Learning Research 5, no. 2 (2022): 35–54. http://dx.doi.org/10.21608/ijelr.2022.296896.

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22

Smith, Ralph A. "The Changing Image of Art Education: Theoretical Antecedents of Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 3. http://dx.doi.org/10.2307/3332744.

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23

Chao Yang, Chao Yang. "Online Art Design Education System Based On 3D Virtual Simulation Technology." 網際網路技術學刊 22, no. 6 (2021): 1419–28. http://dx.doi.org/10.53106/160792642021112206018.

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24

KIM, Sujin. "Art Historical Lineage of Instruction-Based Art and Cases in Art Education." Society for Art Education of Korea 82 (June 1, 2022): 27–52. http://dx.doi.org/10.25297/aer.2022.82.27.

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25

Moon, Bruce L., and Nadia Hoffman. "Performing Art-Based Research: Innovation in Graduate Art Therapy Education." Art Therapy 31, no. 4 (2014): 172–78. http://dx.doi.org/10.1080/07421656.2015.963485.

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26

Jokela, Timo. "Art‐Based Action Research for Art Education in the North." International Journal of Art & Design Education 38, no. 3 (2019): 599–609. http://dx.doi.org/10.1111/jade.12243.

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27

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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28

Arnstine, Donald. "Art, Aesthetics, and the Pitfalls of Discipline-Based Art Education." Educational Theory 40, no. 4 (1990): 415–22. http://dx.doi.org/10.1111/j.1741-5446.1990.00415.x.

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29

Hyungsook Kim. "Community-based Art Education in Minjung Art Movement: A Study on the Modern Origin of Community-based Art Education in Korea." Journal of Research in Art Education 14, no. 1 (2013): 95–114. http://dx.doi.org/10.20977/kkosea.2013.14.1.95.

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30

Erol, Cansu Çelebi. "New approaches in art education: Moodle learning and content management system based art education." Global Journal of Arts Education 5, no. 2 (2015): 67. http://dx.doi.org/10.18844/gjae.v5i2.248.

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Become also used in the training of multimedia software, is the most important innovation in the field of education provided by emerging technologies. Graphics, text, many factors such as digital images and sound are located in multiple environments. All of them gained importance in our daily lives and lead new structures in education is inevitable. To make meaningful abstract information is necessary to take advantage of the interactive multimedia applications. It is stated that a lot of research, teaching methods that increase the motivation of students and courses appeal to different senses

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31

Hoppe, Ene Ernst, and Henriette Tolstrup Holmegaard. "Art-based methods in science education research." Nordic Studies in Science Education 18, no. 3 (2022): 323–36. http://dx.doi.org/10.5617/nordina.9242.

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In this paper, we explore the potentials of applying art-based research methods in science education research. Art-based methods are a range of qualitative methods that draw on performative, creative, and visual elements and thus propose innovative ways to produce knowledge in research. The paper is based on a systematic review of the literature on applying art as research methods in science education research. The review shows that only a few studies within science education use art-based methods as a methodological approach. Additionally, the literature identified through a snowball approach

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32

Day, Michael D. "Discipline-Based Art Education in Secondary Classrooms." Studies in Art Education 28, no. 4 (1987): 234. http://dx.doi.org/10.2307/1320302.

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33

Hausman, Jerome J. "Another View of Discipline Based Art Education." Art Education 40, no. 1 (1987): 56. http://dx.doi.org/10.2307/3193036.

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34

Silverman, Ronald H. "The Egalitarianism of Discipline-Based Art Education." Art Education 41, no. 2 (1988): 13. http://dx.doi.org/10.2307/3193107.

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35

Efland, Arthur D. "Curriculum Antecedents of Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 57. http://dx.doi.org/10.2307/3332746.

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36

O’Donoghue, Dónal. "On the Education of Art-Based Researchers." Qualitative Inquiry 21, no. 6 (2015): 520–28. http://dx.doi.org/10.1177/1077800415581888.

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37

Jeon, SeongKyun, and YoungJun Lee. "Art based STEAM Education Program using EPL." Journal of the Korea Society of Computer and Information 19, no. 4 (2014): 149–58. http://dx.doi.org/10.9708/jksci.2014.19.4.149.

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38

Delacruz, Elizabeth Manley, and Phillip C. Dunn. "The Evolution of Discipline-Based Art Education." Journal of Aesthetic Education 30, no. 3 (1996): 67. http://dx.doi.org/10.2307/3333322.

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39

Silverman, Ronald H. "A Rationale for Discipline-Based Art Education." NASSP Bulletin 73, no. 517 (1989): 16–22. http://dx.doi.org/10.1177/019263658907351704.

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40

Eisner, Elliot W. "Discipline-Based Art Education: Conceptions and Misconceptions." Educational Theory 40, no. 4 (1990): 423–30. http://dx.doi.org/10.1111/j.1741-5446.1990.00423.x.

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41

Swanger, David. "Discipline-Based Art Education: Heat and Light." Educational Theory 40, no. 4 (1990): 437–42. http://dx.doi.org/10.1111/j.1741-5446.1990.00437.x.

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42

Jackson, Philip W. "Book Reviews: Mainstreaming Art: An Essay on Discipline-Based Art Education." Educational Researcher 16, no. 6 (1987): 39–43. http://dx.doi.org/10.3102/0013189x016006039.

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43

Young, Jerry L., and Robert L. Adams. "Discipline-Based Art Education: Can it save Art in Our Schools?" Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 2 (1991): 99–101. http://dx.doi.org/10.1080/00098655.1991.10114172.

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44

Hermawati, Sri Hermawati, Supriadi Didin, Turnip Yehezkiel Petrus, Srimoko Gandung Joko, Saryanto, and Tarwiyah Tuti. "Transmission of Hadroh Kuntulan Banyuwangi Art through Community-Based Art Education." Mudra Jurnal Seni Budaya 40, no. 1 (2025): 1–9. https://doi.org/10.31091/mudra.v40i1.2859.

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This research explores cultural strategies through education, specifically focusing on Community-Based Art Education (CBAE) in Banyuwangi. In order to achieve the stated objective, a qualitative descriptive method was adopted to examine the Kuntulan art form, particularly Hadroh Kuntulan. The art form consisted of playing Hadroh music accompanied by sholawat singing and pencak silat movements that have evolved into dance. This investigation was conducted in Banje Hamlet, Bubuk Village, Rogodjampi District, Banyuwangi Regency, East Java, at Islamic Junior High School 8 & Art Studio Gholet D

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45

Al-Radaideh, Bassam, Raed Al-Share, and Asem Obidat. "Re-conceptualizing the Jordanian Art Education Curricula: Suggested Entries for Teaching Discipline-Based Art Education Theory." Asian Culture and History 11, no. 2 (2019): 26. http://dx.doi.org/10.5539/ach.v11n2p26.

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The curricula of art education in the elementary and secondary schools of Jordan is limited to teaching technical skills for making art, and students did not receive tangibleeducation about history of art, aesthetic, and critical aspects of art. This study identified the theory of Discipline-Based Art Education (DBAE) and its significance in teaching art, and it provided suggestions for teaching history of art, criticism, aesthetic and artistic production. Furthermore, the study justified the possibility of implementing the DBAE approach in Jordan art education curricula. The research revealed

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46

Nam, Young Lim. "A Study on the Direction of Performance-Based Cyborg Pedagogy in Art Education." Asia-Pacific Educational and Cultural Convergence Association 5, no. 1 (2025): 27–50. https://doi.org/10.62914/apjtl.2025.5.1.27.

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47

Inwood, Hilary, and Alysse Kennedy. "Art Education as Environmental Activism in Pre-service Teacher Education." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (2020): 167–68. http://dx.doi.org/10.25071/1916-4467.40528.

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This presentation explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts-based research and qualitative case study, it reports on a study that investigates what can be learned from creating environmental art installations with pre-service teachers (those training to be K-12 teachers) as part of environmental art education at the Ontario Institute for Studies in Education at the University of Toronto. Data collection methods used in this study are two-fold. The arts-based research

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48

Li, Enze. "Research on Visual Expression of Color Collocation in Art Education Based on Art Psychology." International Journal of Education and Humanities 3, no. 3 (2022): 27–31. http://dx.doi.org/10.54097/ijeh.v3i3.1005.

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Art education is an indispensable part of today's education, and art psychology of colour collocation is an integral part of art education, the color is more integrated into People's Daily life and culture dissemination, applying colour collocation in art education, through the analysis of the basic theory of colour collocation, the colour collocation, the significance of art psychology as well as the visual expression of color collocation in various art education, a more detailed understanding of the importance of color collocation for art education.

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49

Islamanov, Chandra Diana, and Yudi Sukmayadi. "Analysis Of The Art Education Curriculum Islamic-Based Universities In The Performing Art Education Study Program." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 1874–78. https://doi.org/10.33487/edumaspul.v8i1.7969.

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The curriculum is the life of a learning program so that its existence requires dynamic design, implementation and evaluation in accordance with the times, the needs of Science, Technology and Art (IPTEKS) and the competencies needed by society, as well as users of higher education graduates. Higher Education as a producer of educated human resources needs to measure its graduates, whether the graduates produced have the ability to be equivalent to the ability of learning outcomes that have been formulated at the Indonesian National Qualifications Framework (KKNI) level. The purpose of this re

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50

Samuel J, Kakungulu. "Community-Based Art Projects for Public Health Education." Research Output Journal of Public Health and Medicine 4, no. 1 (2024): 63–67. http://dx.doi.org/10.59298/rojphm/2024/416367.

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Community-based art projects offer an innovative approach to public health education, harnessing creative mediums such as visual arts, performance, and storytelling to engage diverse populations. These projects emphasize community involvement and co-ownership, fostering a sense of belonging and encouraging open dialogue on critical health issues. By using art to bridge cultural and language barriers, these initiatives promote health literacy, enhance knowledge retention, and create inclusive platforms for public discourse. This paper examines the theoretical foundations, benefits, and case stu

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