Promoting a Pro-Ecological View: The Effects of Art on Engineering Students’ Perceptions of the Environment

In an effort to suggest an extended role that art could play in promoting a pro-ecological worldview, this study reviews a two-week artist-led workshop, organized as part of an undergraduate art course offered by a university specializing in engineering and the natural sciences. To explore the potential impact of studio work on engineering student perceptions, we collected data from multiple sources, including field notes, participant observations, outcomes of the group projects, and participants’ responses to studio work during the workshop. In particular, to provide educational implications, our review focused on the findings from post-project surveys collected through online questionnaires and in-person interviews. In order to make suggestions on art courses that are specifically designed to cultivate engineering students’ perceptions of the environment, we carried out online surveys based on the New Ecological Paradigm (NEP) scale. The results of the NEP-based surveys indicated that engineering students’ anti-anthropocentrism, rejection of human exceptionalism, and acknowledgement of the possibility of an eco-crisis were significantly correlated with a belief in public welfare. By comparison, respondents’ stronger public welfare beliefs were not associated with beliefs in limits to growth and the fragility of nature’s balance. This study responds to today’s complex socio-environmental issues by contributing to the discussion about the need to integrate interdisciplinary approaches into engineering education on environmental sustainability.

Art And Exceptionality: Addressing Art Fear And Fear Of Difference In An Introductory Art Course

University educators designed and co-taught a course which involved collaborative artmaking and learning with a community-based arts organization that serves individuals with disabilities. Their goal was to help university students examine the potential of art and how it applies to their personal and professional lives. They sought to better understand how to nurture a feeling of artistic agency in undergraduate students who do not define themselves as artists. Educators found that students benefited from an exploration of art fear through an inclusive approach to art creation. Keywords: Art fear; Disability; Collaborative artmaking; Higher education; Experiential learning. Résumé : Des éducatrices et éducateurs universitaires ont conçu et co-enseigné un cours axé sur la création artistique et l’apprentissage coopératif au sein d’un organisme communautaire voué aux arts qui dessert des personnes en situation de handicap. Leur objectif était d’aider les étudiant.e.s universitaires à analyser le potentiel de l’art et son impact sur leur vie personnelle et professionnelle. Ils voulaient savoir comment alimenter une volonté d’action artistique chez des étudiant.e.s de premier cycle qui ne se considèrent pas des artistes. Les éducatrices et les éducateurs ont remarqué qu’aborder la peur de l’art sous une optique de création artistique inclusive était bénéfique. Mots-clés : peur de l’art, handicap, création artistique collaborative, éducation supérieure, apprentissage expérientiel.

Implications of Preservice Teachers' Perceptions of the Visual Arts for Educator Preparation

This study addresses preservice teacher perceptions of their experience with the arts. Implications are explored for how educator preparation programs might address an art course for generalist or multiple-subject teachers. This study adds to the literature on perception of art from K-8 generalist multiple-subject teachers by applying a discourse analysis to a survey of preservice teachers' (n = 37) perceptions of their experience with art in school. The survey was administered at a public university in the United States with questions asking participants to briefly explain their perceptions and experiences with the fine arts and how the fine arts are integrated into teaching practices. This study addresses the following question: How do preservice elementary teachers conceptualize the fine arts? Recommendations are made for educator preparation programs.

Studentsko planiranje situacija učenja likovnog vaspitanja: uticaj tematskog okvira na ispravnost definisanja likovnog problema i likovne teme za likovnu aktivnost

This paper presents the results of an action pedagogical research, conducted within the course Methodical practicum of teaching art with students, future preschool teachers, at the Faculty of Education in Jagodina. The aim of the research is to enhance pedagogical practice regarding practical preparation of students for planning and performing art activities with preschool children. The main focus was on students’ compe- tencies for defining art theme and pedagogical art problem of the activity. The research was based on the assumption that students find it difficult to imagine and extract an art theme from the generalized thematic scope, given by preschool teachers ‒ mentors. By changing this variable, the research tested correctness of the assumption by analyzing quality and correctness of students’ work developed on the basis of art-themed scope, instead of generalized ones. The research took three months of the fall semester in 2020/2021 and included 73 students’ written plans for art activities. Based on this sample, supported with an additional survey students took part in, the analysis resulted in conclusion that imply different factors affecting students’ efficiency regarding their work within Methodical practicum of teaching art course, but evidently supporting primary thesis that art-themed scope of tasks results with significant number of correctly defined art activity themes and problems. The results of the research can be utilized in order to reevaluate and improve methods and approaches to developing students’ competencies to work in the field of art educa- tion with preschool children efficiently by understanding difficult points in students’ learning proces

Based on the Art Model of “3A” in Experimental Base, Research and Practice on the Cultivation of Innovation Ability of Landscape Art Curriculum

The art course of garden design specialty is an important basic course. In view of the problems existing in the teaching of art course, practical training in practice base is an important way to improve the students’ professional theoretical knowledge and innovative practical ability. In addition, the art curriculum reform and practical research are carried out with the aim of Aesthetic+Ability+Apply.

Creating Project-Based Learning for Online Art Classrooms

Project-based learning (PBL) is considered an engaging and promising pedagogy across diverse disciplines and student populations in the United States in the digital age. Research on PBL in online environments and in the field of art has, however, been limited. Thus, the purpose of the current study was to examine the theoretical grounds of PBL and analyze its pedagogical features and application. Of specific interest is Krajcik and Shin’s (2014) PBL model, which includes six pedagogical features: asking driving questions, emphasizing learning goals, fostering authentic practice, enhancing collaboration, learning with technology, and creating artifacts. An account of a qualitative descriptive pilot study conducted in an undergraduate online art course further explicates the application of this PBL model. The pilot study accentuates ways to create an online PBL art classroom and illustrates students performing PBL through their arts-based research projects. Reflection on pedagogical recommendations and the challenges of implementing PBL in the online art classroom concludes the study.