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Articoli di riviste sul tema "Visual Arts education"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Walling, Donovan R. "Rethinking Visual Arts Education." Phi Delta Kappan 82, no. 8 (2001): 626–31. http://dx.doi.org/10.1177/003172170108200813.

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2

Simpson, Alan, and Rod Taylor. "Visual Arts in Education." Journal of Aesthetic Education 29, no. 3 (1995): 111. http://dx.doi.org/10.2307/3333546.

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3

Pascoe, Robin, Judith Dinham, Neil C. M. Brown, Kath Grushka, Judith MacCallum, and Peter Wright. "Visual Education - Repositioning Visual Arts and Design." International Journal of Learning: Annual Review 12, no. 6 (2007): 77–86. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45375.

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4

Gingell, John. "The visual arts and education." Impact 2006, no. 13 (2006): vi—38. http://dx.doi.org/10.1111/j.2048-416x.2006.tb00109.x.

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5

Xolmuratovich, Muratov Xusan. "ACHIEVING EDUCATIONAL EFFICIENCY THROUGH ORGANIZING, MANAGING AND SUPERVISING INDEPENDENT EDUCATION OF FINE ARTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 05 (2023): 20–27. http://dx.doi.org/10.37547/pedagogics-crjp-04-05-03.

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Development of a mechanism for organizing and managing independent education of students in fine arts. Achieving the effectiveness of organizing and managing independent education of students in visual arts through electronic textbooks and software products. Revision of regulatory and legal documents in the visual arts education system in higher education institutions, science programs, introduction of modern educational technologies into the content of curricula, development of theoretical and methodological bases of interdisciplinarity and education improvement of practical and independent a

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6

Chanda, Jacqueline. "Multicultural Education and the Visual Arts." Arts Education Policy Review 94, no. 1 (1992): 12–16. http://dx.doi.org/10.1080/10632913.1992.9940918.

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7

Borcoman, J. W. "Public Education in the Visual Arts." Curator: The Museum Journal 12, no. 1 (2010): 39–44. http://dx.doi.org/10.1111/j.2151-6952.1969.tb01763.x.

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8

Funke, Mary Louise. "Mass Education and the Visual Arts." Curator: The Museum Journal 12, no. 1 (2010): 60–65. http://dx.doi.org/10.1111/j.2151-6952.1969.tb01766.x.

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9

Lippi, Donatella, Raffaella Bianucci, and Simon Donell. "The visual arts and medical education." Knee Surgery, Sports Traumatology, Arthroscopy 27, no. 11 (2019): 3397–99. http://dx.doi.org/10.1007/s00167-019-05744-4.

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10

Charon, Rita. "The visual arts and medical education." Social Science & Medicine 20, no. 3 (1985): 301. http://dx.doi.org/10.1016/0277-9536(85)90245-x.

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11

Filipski, Tatiana. "VISUAL ARTS EDUCATION FOR DESIGN STUDENTS FROM THE PERSPECTIVE OF MUSEUM EDUCATION IN A SOCIAL CONTEXT." JOURNAL OF SOCIAL SCIENCES 7, no. 2 (2024): 59–67. http://dx.doi.org/10.52326/jss.utm.2024.7(2).06.

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The article is a theoretical-practical study, focused on valorization of the visual arts education for design students in the context of museum education. The paper reveals fundamental concepts, identifies certain perspectives to researches in the targeted field. Additionally, it specifies and describes several essential educational aspects, such as the objectives of visual arts education; the value axes centered on visual arts education; cognitive processes developed by design students during activities carried out in museums; educational actions regarding the optimization of visual arts educ

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12

Helvacı, İsmail. "On Visual Arts Teachers’ Ideas about Positions of Visual Arts Education in Turkey." Procedia - Social and Behavioral Sciences 93 (October 2013): 628–30. http://dx.doi.org/10.1016/j.sbspro.2013.09.251.

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13

Tomljenović, Zlata, and Sanja Tatalović Vorkapić. "Constructivism in Visual Arts Classes." Center for Educational Policy Studies Journal 10, no. 4 (2020): 13–32. http://dx.doi.org/10.26529/cepsj.913.

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One of the basic features of the modern educational system is manifested in the reversal of the transmissive (traditional) approach to learning and teaching to the transformational (modern) approach. The transmissive approach to learning and teaching is that one in which students adopt ready-made constructs of organised knowledge through passive acceptance of the facts mediated by the teacher. In contrast, in the transformational approach, the teacher encourages the student’s active participation through exploratory, problem-based learning, during which students gain much more of their potenti

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14

Puppe, Linda, Helen Jossberger, Isabell Stein, and Hans Gruber. "Professional Development in Visual Arts." Vocations and Learning 13, no. 3 (2020): 389–417. http://dx.doi.org/10.1007/s12186-020-09246-0.

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15

Kpodo, Cyril S., Francis Ankyiah, Glover Reuben Agbelengor, and Samuel Dah. "Exploring Innovative Approaches and Interventions to Address Misconceptions and Promote Effective Visual Arts Education in Secondary Schools in Ghana." American Journal of Education and Technology 3, no. 2 (2024): 7–11. http://dx.doi.org/10.54536/ajet.v3i2.2524.

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Visual arts education is important in developing students’ creativity, critical thinking, and cultural awareness. However, in Ghana, visual arts subjects at the secondary school level often need help with challenges such as lack of resources, large class sizes, and misconceptions about the value of art education. This study aimed to explore innovative approaches and interventions that could address misconceptions and promote effective visual arts education in Ghana’s secondary schools. A qualitative document analysis and thematic analysis were conducted. Relevant policy documents, national cur

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16

Rowsell, Jennifer, and Peter Vietgen. "Embracing the unknown in community arts zone visual arts." Pedagogies: An International Journal 12, no. 1 (2017): 90–107. http://dx.doi.org/10.1080/1554480x.2017.1283996.

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17

Ssegantebuka, Julius. "THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA." Problems of Education in the 21st Century 75, no. 4 (2017): 394–409. http://dx.doi.org/10.33225/pec/17.75.394.

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The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps i

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18

Lummis, Geoffrey William, Julia Elizabeth Morris, and Graeme Lock. "The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education." History of Education Review 45, no. 1 (2016): 115–30. http://dx.doi.org/10.1108/her-12-2014-0045.

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Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art

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19

González-Zamar, Mariana Daniela, Emilio Abad-Segura, and Horacio Ademar Ferreyra. "Visual Arts Education literacy in university contexts." IJERI: International Journal of Educational Research and Innovation, no. 19 (May 12, 2023): 170–86. http://dx.doi.org/10.46661/ijeri.5735.

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In a digital world, which is evolving more and more rapidly towards the culture of the visual, acquiring visual literacy tools can be essential, especially for the professional future of university students. Art education manages to enhance the development of visual learning and motivate the student in their process of analysis, discovery, understanding, assessment and apprehension of the visual arts. The use of the image as a teaching tool in the classroom favours the progress of critical and reflective observation and promotes expressive skills. The objective of this work was to present expe

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20

Swift, Jason. "Locating visual arts education in a post-liberal arts landscape." Visual Inquiry 8, no. 2 (2019): 149–59. http://dx.doi.org/10.1386/vi_8.2.149_1.

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This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts landscape. A growing di

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21

Laird, Juliette. "Primary school visual arts education: Teachers’ perspectives." Curriculum Matters 8 (June 1, 2012): 48–68. http://dx.doi.org/10.18296/cm.0137.

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22

Lindström, Lars. "The Multiple Faces of Visual Arts Education." International Journal of Art & Design Education 30, no. 1 (2011): 7–17. http://dx.doi.org/10.1111/j.1476-8070.2011.01688.x.

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23

Coşkun, Necla. "Self-history project in visual arts education." International Journal of Education Through Art 13, no. 3 (2017): 349–67. http://dx.doi.org/10.1386/eta.13.3.349_1.

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24

Baker, David W. "The Visual Arts in Early Childhood Education." Design For Arts in Education 91, no. 6 (1990): 21–25. http://dx.doi.org/10.1080/07320973.1990.9934834.

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25

Dorn, Charles M. "Ethics of Change in Visual Arts Education." Design For Arts in Education 93, no. 4 (1992): 16–24. http://dx.doi.org/10.1080/07320973.1992.9936682.

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26

Howard, Frances. "Inclusion and intersectionality in visual arts education." Curriculum Journal 30, no. 3 (2019): 342–45. http://dx.doi.org/10.1080/09585176.2019.1620621.

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27

Hernández Bridón, Lázaro Javier, and Ricardo López Drago. "Environmental education activities through the visual arts." Environmental Research and Ecotoxicity 1 (December 31, 2022): 24. https://doi.org/10.56294/ere202224.

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Abstract (sommario):

Our environment inhabits natural, source of vital resources that go from the subjective thing to the most objective as the water and the air. It is a mission of the new generations to preserve the environment in that we live, to a more ones in these times in that the industrial exploitation degrades the world in that we live. In contribution to this cause the following investigation has as purpose to apply by means of the plastic arts the environmental education in the students of 5to degree of the Primary School “Jesús Miguel Iglesias", with the purpose of contributing the formation of a corr

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28

Rochovská, Ivana, and Monika Brozmanová. "Preschool Teachers’ Application of Visual Arts in Kindergartens." Pedagogika 153, no. 1 (2024): 144–65. http://dx.doi.org/10.15823/p.2024.153.7.

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Research focuses on the application of visual arts in preschool education from the perspective of kindergarten teachers. The research instrument was a questionnaire constructed by the authors. Based on the self-reflection of kindergarten teachers, opportunities to acquire knowledge in visual arts were found to predict kindergarten teachers' attitudes toward visual arts. The attitude of kindergarten teachers toward the visual arts predicts the use of visual arts in preschool education.

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29

Musneckienė, Edita. "Issue of Integrity of Art Education in the Context of Changes in Art and Visual Culture." Pedagogika 114, no. 2 (2014): 167–79. http://dx.doi.org/10.15823/p.2014.014.

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This article examines a paradigmatic change of contemporary art education in the context of visual culture and focus to the integrity of arts in formal and informal art education. The article is based on an international research “Contemporary art and visual culture in education” which reveals the problematic aspects of contemporary arts and visual culture in education in general. The research method was the discourse analysis of the participants and researchers, who presented the insights in reflective groups and during the interview with teachers and educators.This paper explores how contemp

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30

Häikiö, Tarja Karlsson. "Potentials and Problem Areas in Assessment in Visual Arts Education in Sweden." Educare - vetenskapliga skrifter, no. 2 (March 2, 2021): 68–112. http://dx.doi.org/10.24834/educare.2021.2.4.

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 The focus of the study is teaching, and assessment in visual arts in Swedish compulsory school analysed and discussed in relation to the national evaluations (NU-92, NU-03, NÄU-13), assessment research and research in the subject field. The article aims at highlighting and problematising assessment and grading in visual arts education in relation to teachers’ assessment practices. The study is based on group discussions and seven interviews with visual arts teachers on assessment practice carried out in connection with the production of two National Assessment Guides in visual arts, and

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31

Tomljenović, Zlata. "An Interactive Approach to Learning and Teaching in Visual Arts Education." Center for Educational Policy Studies Journal 5, no. 3 (2015): 73–93. http://dx.doi.org/10.26529/cepsj.129.

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The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initi

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32

Richards, Allan G., Ann C. Tietyen, Gregory A. Jicha, et al. "Visual Arts Education improves self-esteem for persons with dementia and reduces caregiver burden: A randomized controlled trial." Dementia 18, no. 7-8 (2018): 3130–42. http://dx.doi.org/10.1177/1471301218769071.

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Abstract (sommario):

A Visual Arts Education program was tested among 26 pairs of persons with dementia and their caregivers. Pairs were randomized to Visual Arts Education or control groups, and each group met once per week for two months (8 weeks) to participate in activities with a trained arts instructor. Groups were assessed at baseline, two months, and six months. The Visual Arts Education group received instruction and produced a different type of artistic work each week. The pedagogical strategy was designed so that each activity was increasingly novel, challenging, and complex. The control group viewed sl

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33

Banevičiūtė, Birutė, and Jolita Kudinovienė. "Arts Teacher Education in Lithuanian University of Educational Sciences." Pedagogika 114, no. 2 (2014): 141–53. http://dx.doi.org/10.15823/p.2014.012.

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The article analyses arts teacher education in Lithuanian University of Educational Sciences, the only university in Lithuania which prepares teachers of four arts subjects – dance, music, theater and visual arts both on bachelor and master’s level. Analyzing this phenomenon input of Arts Education Department of the university is revealed through scientific and pedagogical activities which are closely connected with arts teacher education programmes implemented by the department. Since 1993 when Arts Education Department was founded it went through various changes which led from general univer

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34

Knif, Leena, and Seija Kairavuori. "Student Teachers Building a Sustainable Future Through Constructing Equality in Visual Arts Education." Discourse and Communication for Sustainable Education 11, no. 1 (2020): 74–90. http://dx.doi.org/10.2478/dcse-2020-0008.

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AbstractThis article presents a discussion about primary school visual arts education from the point of view of social sustainability and in the context of teacher education in Finland. The study focuses on the student teachers’ understanding and pedagogic thinking of the equality construction in visual arts. In this case study the research data comprises the learning portfolios of student teachers (N=25) from the visual arts teaching course at the University of Helsinki in which they designed and carried out pedagogical workshops of visual arts to promote equality. The data were examined with

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35

Kind, Sylvia. "Introduction: The Visual Arts in Early Childhood Education." Journal of Childhood Studies 41, no. 4 (2017): 3. http://dx.doi.org/10.18357/jcs.v41i4.16714.

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36

DEMİR YILMAZ, Ece Nur, and Alev ÇAKMAKOĞLU KURU. "An Evaluation on Habitus in Visual Arts Education." Cukurova University Faculty of Education Journal 50, no. 2 (2021): 677–97. http://dx.doi.org/10.14812/cuefd.947600.

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37

Jefferson, Marion F. "Essentials: Adult Education Programs in the Visual Arts." Art Education 40, no. 4 (1987): 33. http://dx.doi.org/10.2307/3193045.

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38

Sisson, Elaine. "Practising Theory? Visual Arts Education and Postmodern Pedagogy." Circa, no. 89 (1999): 20. http://dx.doi.org/10.2307/25563492.

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39

Hausman, Jerome J., Doug Boughton, Elliot W. Eisner, and Johan Ligtvoet. "Evaluating and Assessing the Visual Arts in Education." Journal of Aesthetic Education 31, no. 4 (1997): 113. http://dx.doi.org/10.2307/3333148.

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40

Duckrow, Edward L. "Guam: Visual and Performing Arts Education on Guam." G/C/T 8, no. 4 (1985): 58–59. http://dx.doi.org/10.1177/107621758500800427.

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41

Crouch, Christopher. "Negotiating Cross‐cultural Education in the Visual Arts." Journal of Art & Design Education 19, no. 3 (2000): 297–303. http://dx.doi.org/10.1111/1468-5949.00232.

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42

Brennan, Geraldine. "Art Education and the Visual Arts in Botswana." International Journal of Art & Design Education 25, no. 3 (2006): 318–28. http://dx.doi.org/10.1111/j.1476-8070.2006.00498.x.

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43

Mills, Kathy A., and Katherine Doyle. "Visual arts: a multimodal language for Indigenous education." Language and Education 33, no. 6 (2019): 521–43. http://dx.doi.org/10.1080/09500782.2019.1635618.

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44

Ulger, Kani. "The creative training in the visual arts education." Thinking Skills and Creativity 19 (March 2016): 73–87. http://dx.doi.org/10.1016/j.tsc.2015.10.007.

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45

Quarshie, Benjamin, Akwasi Amponsah, and Doris Boakye-Ansah. "Blended pedagogies: The challenges of Visual Arts education." Journal of African History, Culture and Arts 2, no. 2 (2022): 94–103. http://dx.doi.org/10.57040/jahca.v2i2.124.

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This paper exposes, through qualitative inquiry, the effects of blended learning on training and acquisition of hard and soft skills among Visual Arts students at Mampong Technical College of Education. Two weeks of unobtrusive observation of blended learning lessons were done. Three focus group interviews involving 15 level 300 Visual Arts students to assess the level of impact blended learning exerts on their training and skill acquisition. Findings reveal that the WhatsApp platform was the most used for the online component of the blended learning whereas traditional face-to-to lessons were

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46

Ida Puteri Mahsan, Lee Hoi Yeh, Harleny Abd Arif, Norzuraina Mohd. Nor, and Che Aleha Ladin. "ARTech Review: E-Learning of Visual Arts Education." Journal of Advanced Research in Applied Sciences and Engineering Technology 33, no. 2 (2023): 40–54. http://dx.doi.org/10.37934/araset.33.2.4054.

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The development of modern technologies, applying pedagogical principles, has enabled a new educational paradigm of teaching and learning in visual art. The basic task is to cultivate creative ability, human aesthetics, and appreciation. Using e-learning can encourage students to become more aware of themselves. Communicating and feeling connected to others are critical for students in online settings. The purpose of this article is to provide an overview literature in e-learning, art education, educational technology, and other education-related fields, to articulate: 1) what is currently know

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47

Guler, Ebru. "Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry." Australian Journal of Teacher Education 46, no. 7 (2021): 22–52. http://dx.doi.org/10.14221/ajte.2021v46n7.2.

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The present research investigates the experiences of pre-service visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of vi

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Vaughan, Kathleen. "Pieced Together: Collage as an Artist's Method for Interdisciplinary Research." International Journal of Qualitative Methods 4, no. 1 (2005): 27–52. http://dx.doi.org/10.1177/160940690500400103.

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As a visual artist undertaking doctoral studies in education, the author required a research method that integrated her studio practice into her research process, giving equal weight to the visual and the linguistic. Her process of finding such a method is outlined in this article, which touches on arts-based research and practice-led research, and her ultimate approach of choice, collage. Collage, a versatile art form that accommodates multiple texts and visuals in a single work, has been proposed as a model for a “borderlands epistemology”: one that values multiple distinctive understandings

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49

Anene, Ogboji, Bernadine, Onuoha, Chijioke, and Ibenegbu, Christopher. "Implementation of Visuals Arts (Fined and Applied Arts) as Vocational Programmes in Tertiary Institutions: Problems and Prospects." Review of European Studies 8, no. 4 (2016): 131. http://dx.doi.org/10.5539/res.v8n4p131.

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<p>Over the years, Nigeria and indeed world leaders have been battling to combat the raging poverty and unemployment rates. Although vocational education has been identified as a panacea to these, significant studies reporting obstacles to the implementation of visuals arts as vocational education programs in tertiary institutions have remained grossly insufficient. This is the issues addressed in the study. Survey research design was adopted while 200 purposively selected art education and vocational education respondents from the University of Nigeria, Nsukka, provided participated in

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50

SEYHAN, Gamze BILIR, and Sakire OCAK KARABAY. "Early Childhood Pre-service Teachers’ Views about Visual Arts Education and Aesthetics." Eurasian Journal of Educational Research 18 (March 1, 2018): 1–18. http://dx.doi.org/10.14689/ejer.2018.73.8.

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