A Study on Reconstructing Core Competencies for the National Art Curriculum for the Implications of Art Education

2017 ◽  
Vol 64 ◽  
pp. 135-154
Author(s):  
Jooyon Lee ◽  
◽  
Yeonja Jang ◽  
Keyword(s):  
Art Education ◽  
Core Competencies ◽  
Art Curriculum

Teaching application of watercolor light color technique

2020 ◽  
pp. 002072092093683
Author(s):  
Yin Shi
Keyword(s):  
Art Education ◽  
Large Scale ◽  
Low Cost ◽  
Art Curriculum ◽  
Repeated Practice ◽  
Wide Range ◽  
Light Color ◽  
Teaching Application ◽  
Design Drawing

As a branch of watercolor painting, watercolor light color has been widely used in different fields. In the field of design, designers use the convenience, quickness, transparency and brilliance of watercolor to draw a design drawing. In the field of art creation, watercolor is usually the best choice for painters to go out to sketch and create large-scale drawings. In the field of art education, watercolor tools are easy to carry, low-cost and easy to operate, which can facilitate students’ repeated practice and outside Sketching is helpful to cultivate students’ sense of color and observation ability. Therefore, as a branch of art curriculum, watercolor light color has a wide range of uses and great practicability, which is worth exploring and studying.

A case study, Eric Hebborn, Rome Scholar 1959‐61: The art and craft of forging a drawing

2020 ◽  
Vol 5 (1) ◽  
pp. 73-83
Author(s):  
Stephen Farthing
Keyword(s):  
Art Education ◽  
Royal Academy ◽  
Final Analysis ◽  
Art Curriculum ◽  
Award Winning ◽  
British School ◽  
Entry Points ◽  
Contemporary Artist

An exploration of forgery and drawing that focuses on a twentieth-century practitioner, his art education, motivation and methodology, this critical article was inspired by a meeting that took place in a village near Rome during the autumn of 1976 between the author and Eric Hebborn (1934‐96). Written some forty years later, this article has two goals; first to contribute to the debate that now circles the role of drawing within the contemporary fine art curriculum and then to question the nature of the biographical information Ruskin suggested was embedded in artists drawings. Hebborn, a skilful draftsman and award-winning alumnus of the Royal Academy Schools and British School at Rome is unusual in that he left no significant trace of himself as a contemporary artist. Using his memoire Drawn to Trouble, a once misattributed drawing The Lamentation of the Three Mary’s and my recollections of the meeting, as entry points. This article portrays Hebborn as a victim of his art education, who in the final analysis was neither a fine artist nor copyist but instead an art school trained illusionist who openly admited to creating a modus operandi that was designed to trick experts into uttering false instruments.

scholarly journals SOCIAL ENGINEERING THROUGH EDUCATION LAW A comparative analysis of cultural policies between the Dutch and Indonesian central Government

2019 ◽  
Vol 4 (1) ◽  
pp. 86-101
Author(s):  
Saifuddin Dhuhri
Keyword(s):  
Cultural Identity ◽  
Art Education ◽  
Central Government ◽  
Social Engineering ◽  
Education Law ◽  
Cultural Resources ◽  
Cultural Hegemony ◽  
Art Curriculum ◽  
Cultural Policies ◽  
Art And Culture

Studies on art education and culture are a continuing concern within academicians and politicians. Although extensive research has been carried out on the fields, few studies exist, which concern about the use of art education for cultural hegemony. This study concerns about Acehnese culture and identity. During the time of colonisation, imperialist scholar; Snouck Hurgronje had used cultural resources as the instrument to instil false cultural identity for the interest to take control over Aceh. Stepping on the Dutch’s colonialising policies, the central government of Indonesia has, as argued, used art curriculum as a hegemonic media for similar interests. This article discusses the case of art education in Acehnese by analysing the content of the text books recommended by the central government. This work is to demonstrate the representation of Acehnese cultural identity in the “Art and Culture” curriculum of schools in Aceh. I employ Freire, Hall, Apple, and Giroux thoughts to formulate the framework of this article. The aim of this paper is to understand the mechanism of the art curriculum used to nationalise local people and to uncover the scheme of cultural hegemony in Acehnese schools, Indonesia. This work significantly contributes toward understanding the relation between cultural hegemony and education

scholarly journals Toward an Anti-Racist and Anti-Colonial Post-Internet Curriculum in Digital Art Education

2021 ◽  
pp. 239-256
Author(s):  
Timothy J. Smith
Keyword(s):  
Art Education ◽  
Social Action ◽  
Power Relations ◽  
Critical Consciousness ◽  
Digital Art ◽  
Art Curriculum ◽  
Internet Art ◽  
Art Canon

AbstractThis chapter examines how reframing post-internet art through anti-racist and anti-colonial lenses in digital art curriculum can cultivate critical and transformative artist practices for students. Anti-racist and anti-colonial approaches offer frameworks for critically analyzing identity, ideology, and power relations toward decentering the art canon and qualitatively shifting curriculum toward critical dialogues and social action. Through a retrospection of the author’s own active and ongoing transformation as teacher, as well as through an analysis of artist Tabita Reziare’s post-internet practice, this article builds a pedagogical foundation for students to generate their own critical consciousness in learning and artmaking through a digital art curriculum.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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