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Education Sciences
Special Issues
Future Directions in Art Education
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Future Directions in Art Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (29 February 2024) | Viewed by 3176

Special Issue Editor

Prof. Dr. Sheng Kuan Chung

E-Mail Website
Guest Editor
Department of Curriculum and Instruction, University of Houston, Houston, TX 77204, USA
Interests: art education; visual culture; visual studies

Special Issue Information

Dear Colleagues,

Art education is an evolving field that responds to societal changes, technological advancements, and shifts in visual practices and pedagogical approaches. This Special Issue calls for manuscripts that address the following areas that continue to shape the future of art education. Interested authors are invited to submit manuscripts that address any of these directions using qualitative research methods.

  • Integration of technology: Technology continues to play an important role in art education. Virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and digital tools offer new possibilities for creating, experiencing, and sharing art, as well as for enhancing learning and fostering creativity;
  • STEAM integration: STEAM emphasizes the integration of arts with science, technology, engineering, and mathematics. Art education is moving toward a more interdisciplinary approach to foster innovation, critical thinking, and problem-solving skills;
  • Global perspectives and cultural diversity: Art education is exposing students to a wide range of cultural traditions, diverse artistic practices, and global perspectives. This emphasis promotes cultural understanding, empathy, and appreciation for different art forms, helping students develop a broader worldview;
  • Community engagement and social justice: Art education is expanding its role in addressing social issues and promoting equity. Art serves as a means of expression and activism, addressing topics such as environmental sustainability, human rights, diversity, and inclusion. Community engagement initiatives, collaborative projects, and art installations in public spaces are becoming more prevalent;
  • Inclusive and accessible art education: Recent efforts ensure that art education is accessible to all students, regardless of their abilities or backgrounds. This includes adapting instructional methods, materials, and technologies to accommodate diverse learning needs;
  • Lifelong learning and professional development: Professional development opportunities for art teachers are expanding, including exemplary workshops, conferences, online courses, and mentorship programs. Students are encouraged to continue their artistic journey beyond school with access to resources and opportunities for continued growth and exploration;
  • Assessment and evaluation: Art education is exploring alternative forms of assessment that go beyond traditional tests and exams. Educators are embracing more holistic approaches, focusing on process-oriented assessments, portfolios, exhibitions, and self-reflection to evaluate students' artistic growth and development.

Prof. Dr. Sheng Kuan Chung
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • art education
  • future directions
  • visual culture
  • visual studies
  • social justice
  • equity and inclusion
  • critical literacy
  • STEAM
  • integrative arts education

Published Papers (2 papers)

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Research

10 pages, 420 KiB  
Article
New Directions for Arts Education through the Health Humanities: Wellness, Care and Interdisciplinary Learning Using Creative Elaboration
by Rina Kundu Little and Jonathan David Little
Educ. Sci. 2024, 14(5), 498; https://doi.org/10.3390/educsci14050498 - 6 May 2024
Viewed by 517
Abstract
Psychological research has shown that empathy and compassion can be developed through mediation, simulation and embodiment techniques that foster benevolence and kindness, attributes and actions that play a major role in increasing subjective feelings of happiness and overall wellbeing. Our exercise of having [...] Read more.
Psychological research has shown that empathy and compassion can be developed through mediation, simulation and embodiment techniques that foster benevolence and kindness, attributes and actions that play a major role in increasing subjective feelings of happiness and overall wellbeing. Our exercise of having students re-write the ending with a more positive outcome and re-draw the cover for the famous 19th century short story “The Yellow Wallpaper” serves as a model for future art education practices interested in promoting positive psychological experiences that can be used for enhanced self-care and empathy development. Full article
(This article belongs to the Special Issue Future Directions in Art Education)
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15 pages, 2075 KiB  
Article
Knowledge, Integration and Scope of Deepfakes in Arts Education: The Development of Critical Thinking in Postgraduate Students in Primary Education and Master’s Degree in Secondary Education
by Víctor Murillo-Ligorred, Nora Ramos-Vallecillo, Irene Covaleda and Leticia Fayos
Educ. Sci. 2023, 13(11), 1073; https://doi.org/10.3390/educsci13111073 - 25 Oct 2023
Cited by 2 | Viewed by 1948
Abstract
If the appearance of digital images does not coincide with what they look like when they are presented as authentic photos or videos, we must reflect on concepts such as mimesis, truth, Artificial Intelligence and impersonation, something that is currently gaining prominence in [...] Read more.
If the appearance of digital images does not coincide with what they look like when they are presented as authentic photos or videos, we must reflect on concepts such as mimesis, truth, Artificial Intelligence and impersonation, something that is currently gaining prominence in the education of teachers and university professors. The current study presents the results of a research focused on the scope and knowledge of the so-called ‘deepfake images’ by the university student body of the Visual and Plastic Education subject, in the Graduate Certificate in Primary Education, and the student body of the Activity Design subject, in the master’s degree in Secondary Education—Specialty in Drawing, in the subject of Activity Design, University of Zaragoza. To do so, a quasi-experimental design with qualitative methodology was used, in which of 100 students participated. As a data collection strategy, reports were used, based on semi-structured questions, for the analysis of the development of critical thinking. The achieved results allow us to verify that deepfakes put forward an innovation in the study by university classrooms. The use of these deepfake representations is a novel issue that generates some moral and ethical controversy due to the different uses it can have, where the age of the interpreter is a differentiating factor for the knowledge and the possibilities that these imaginaries present. Therefore, it is a work area belonging to the field of artistic education on which little exploration and research has been conducted. Based on the obtained results, we conclude that there is currently a better awareness on the part of artistic education, and of education itself, in general terms, regarding the knowledge by the students, the relevance of its use, and the possibilities of these technological tools, both in their creative aspect and their misinformative ones. Full article
(This article belongs to the Special Issue Future Directions in Art Education)
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