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This research was a participatory action research which aimed to develop and study the results of art education teaching and learning management for student teachers to have multicultural competence according to Gay’s (2001) culturally relevant pedagogy with the content integration of Bank and Bank’s (2005) concept. The sample in this research cons...
ssemination and development of information has occurred, and this has had a positive impact on audiences. Research on the integration and develop-ment of traditional media with new media is recent, and has been focused, across the world, on the educational context. This study most specifically looks at art education. Or art teachers in further and...
Despite the plethora of textbooks and teaching resources to guide the instructor in transmitting knowledge and skills for classroom instruction and curriculum development, many K-12 art education resources feature White, Eurocentric artists. Black women K-12 art educators are challenged to locate resources that enhance students’ understanding and i...
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... Art educators acknowledge the novel educational forms prompted by learning artistic practices through social media, influenced by virtual encounters, and recognize the work processes enabled by digital technologies and the aesthetic qualities of new media (Duncum, 2018;M. Freire & McCarthy, 2014;Hogan et al., 2020;Sabol, 2022). ...
... The changes caused by the pandemic outbreak have provided the VAE teachers with a new way to enhance and transform art learning, which will extend the subject pedagogy (Rahmat, 2020;Jochum, 2019). The VAE teacher's online teaching strategies also will actively involve students in constructing, processing, evaluating and synthesizing their ideas (Hogan et al., 2020), which promotes a new way of perceiving and practising art (Stands & Purtee, 2018;Baker et al., 2016). However, many factors might influence the VAE teachers' decision to integrate online teaching into art classrooms (Dilmac, 2020). ...
... This strand closely aligns with the studio habits of mind (Winner et al., 2020) present in the NCAS (2014). In the design process, teachers are focusing on process not necessarily by looking at quality of the student work, but by assessing studio habits of mind (Hogan et al., 2020). These habits are soft skills that are vitally important to producing and appreciating art. ...
... These habits are soft skills that are vitally important to producing and appreciating art. These skills are actions which include things like engaging and persisting with media, envisioning a future artwork (e.g., planning, solving problems), and solving problems (Hogan et al., 2020;Winner et al., 2020). Table 2 lists more detail about the art studio habits of mind. ...
... Examples of pedagogical knowledge might include knowing various strategies for vocabulary acquisition or the benefits and drawbacks of collaborative grouping. But in art it also is about the instillation of art habits of mind such as problem-solving, creative thinking, and getting over the fear of failure (Hogan et al., 2020). The second circle, content knowledge, is the teacher's knowledge of the subject. ...
This phenomenographic study was conducted to investigate the perceptions of high school visual arts teachers on their experiences with digital art. It was conducted in the context of a growing creative industry in Georgia including professions that rely on technology to utilize and create digital art. The perceptions of seven high school visual arts teachers with varying experiences from two districts in Georgia were gathered using in-depth semi-structured interviews. The data collected from these interviews were interpreted to generate an outcome space that represented the voices of this group of participants. The outcome space of this study was arranged in a hierarchical order that reflected a central idea in which high school art teachers perceived that digital art is an important medium to be included alongside other more traditional mediums in high school art instruction. Other supporting categories of description within the outcome space under the primary outcome included (a) perceived deficiencies in preservice preparation and professional development for the purposes of teaching digital art, (b) perceived preparedness to learn new skills due to an art mindset instilled by preservice training, (c) perceived barriers to digital art instruction in the high school art class, and (d) perceived solutions to these barriers. It was concluded that changes could be made in policies such as school funding, curriculum, and professional development to encourage the teaching of digital art as an additional medium within the high school art class to prepare students for careers that increasingly rely on digital art as a medium.
... Schulte (2019) explained that art is a social practice, and for children, it should be exploratory and experiential, not product focused. Our participants, alongside researchers, recognized that perceptions of quality constitute an art education shift (Hogan et al., 2020), and these shifts cause conflict in an artist-teacher's psychological space. ...
Artist–teachers, educators who connect art practice to education, are often subject to marginalization in educational policy, practice, and research. In this visual inquiry article, we mobilize the artist–teacher’s voice to present perceptions of art education provision in Singapore. Successes and tensions are collated and voiced alongside international developments to suggest informed recommendations for educational enhancement. The inquiry reveals that artist–teacher perceptions are complex, layered, and influenced by psychological, physical, and virtual influences like identity fluctuations, geographic or contextual environments, educational systems, and world events. The inquiry acts as a dialogic space for artist–teacher participants to exchange and contemplate perceptions of art education provision alongside policy, practice, research, and societal change. The inquiry values participant voices and suggests that to improve art education provision, the belief systems of those involved in provision need aligning, glocalized concerns need considering, and efficient knowledge cascades need developing.
... The changes caused by the pandemic outbreak has provide opportunities for the VAE teachers to enhance and transform art learning, by which will extend the subject pedagogy. Through the VAE teacher's online teaching strategies, students will actively involve in constructing, processing, evaluating and synthesizing their ideas (Hogan et al., 2020), which resulting new ways of promoting, perceiving and practicing art (Sands & Purtee, 2018). By adopting online learning, art classrooms will provide opportunities for VAE pre-service teachers to construct their own knowledge and improve problem-solving skills through simulation, manipulation and creative expression. ...
... In science education (and science) research the goal of a model is often to have explanatory or predictive power, using carefully chosen abstractions to highlight mechanisms or relationships between entities in the system (DiSessa, 2004;Kuhn, 1977;NGSS Lead States, 2013;Latour, 1987;Dickes, Sengupta, Farris, & Basu, 2016;Pluta et al., 2011 Visual art education research attends to the ways form (e.g., shape, color theory) can be used to communicate meaning to an audience (Halverson, 2013;Gude, 2013;Kafai & Peppler, 2011), material investigations are a part of developing a sense of communication with materials (Halverson, 2012;Hetland et al., 2007;Hogan, Jaquith, & Gould, 2020) and storytelling is an expressive art form (National Storytelling Network, n.d. nested, multi-layer lantern where each internal layer added to the complexity of a story about the garden (e.g., soil moisture, then water level, then inside is the overall health). ...
Creating learning environments that integrate arts, sciences, and computing in education can improve learning in these disciplines. In particular, transdisciplinary integrations of these disciplines can lead to expansive alterations or dissolutions of epistemological, ideological, and methodological boundaries. We wish to support teachers in the creation of transdisciplinary learning environments that draw on art, science, and computing. We developed a classroom project genre, Luminous Science, that was designed to bridge disciplinary materialities, epistemologies, and representations through students’ construction of computationally-rich representations of physical phenomena. We present a study of a multidisciplinary group of teachers co-designing a Luminous Science unit for their classrooms using sculptural lanterns with programmable media for both investigations and expressions of classroom gardens. We present a framework for examining what disciplinary understandings teachers drew on, how these ideas were utilized, and why they were brought together. We found teachers engaged in richly metarepresentational discussions wherein they applied values, epistemic criteria, and practices from all three constituent fields of study in their design work. We show how teachers developed units that simultaneously overlapped and diverged due to the pressures of navigating disciplinary and school structural challenges. Qualitative analysis of teacher discourse reveals how teachers liberated disciplinary boundaries, actively and critically explored synergies and tensions in disciplinary integration, and traversed goals that focused on both disciplinary improvement and holistic learning. Our study sheds light on how we can both study teachers who are designing for disciplinary integration and support them through professional development opportunities to encourage more transdisciplinary interactions that can expand what it means to do or teach art, science, and computing.