The Effectiveness of Pictorial Aesthetics Based on Multiview Parallel Neural Networks in Art-Oriented Teaching

How to effectively improve the effectiveness of art teaching has always been one of the hot topics concerned by all sectors of society. Especially, in art teaching, situational interaction helps improve the atmosphere of art class. However, there are few attempts to quantitatively evaluate the aesthetics of ink painting. Ink painting expresses images through ink tone and stroke changes, which is significantly different from photos and paintings in visual characteristics, semantic characteristics, and aesthetic standards. For this reason, this study proposes an adaptive computational aesthetic evaluation framework for ink painting based on situational interaction using deep learning techniques. The framework extracts global and local images as multiple input according to the aesthetic criteria of ink painting and designs a model named MVPD-CNN to extract deep aesthetic features; finally, an adaptive deep aesthetic evaluation model is constructed. The experimental results demonstrate that our model has higher aesthetic evaluation performance compared with baseline, and the extracted deep aesthetic features are significantly better than the traditional manual design features, and its adaptive evaluation results reach a Pearson height of 0.823 compared with the manual aesthetic. In addition, art classroom simulation and interference experiments show that our model is highly resistant to interference and more sensitive to the three painting elements of composition, ink color, and texture in specific compositions.

Adapting a Classroom Simulation Experience to an Online Escape Room in Nutrition Education

Due to the COVID-19 emergency transition to remote learning, an undergraduate class in nutrition and dietetics modified a face-to-face experiential “escape room” assignment into a comparable online experience. The online assignment was structured so that students had to use knowledge and clues to move through each step of the Nutrition Care Process; students proceeded through the escape room individually until each successfully “escaped.” An important component of this assignment was the postactivity debriefing process, which took place via video conferencing in small groups. Students indicated that they were pleasantly surprised at the effectiveness of the online assignment. However, analytics showed that students progressed through most of the steps fairly quickly; thus, instructors plan to improve future deployments by using a variety of interactive assessments and adding more layered criteria and clues within each of the escape room steps.

Primary sources, simulations and peanut butter and jelly

PurposeThis paper seeks to provide instructional methods for using simulations to teach primary and secondary sources within a social studies classroom. Classroom simulations provide students with authentic opportunities to engage in meaningful learning experiences that are both hands-on in nature and promote the use of critical thinking.Design/methodology/approachThis paper opted to describe an approach to teach students about primary and secondary sources through a classroom simulation. Step-by-step instruction was provided via an included table, so that readers can recreate the lesson in their own classrooms.FindingsThis paper offers insights about how simulations can be used to provide students an authentic experience with primary and secondary sources. These experiences include opportunities to critically think about the benefits and limitations that both primary and secondary sources offer students while engaging in historical inquiry.Practical implicationsThis paper is designed for teachers to utilize and replicate in their own social studies classrooms.Originality/valueThis paper recognizes the important role that primary and secondary sources have in the social studies classroom. Through an original approach, using simulations, the authors present a unique perspective on how to teach about primary and secondary sources in a manner that supports historical inquiry.