Visual arts are activities that contribute to educating learners with and without special needs. These activities provide an opportunity for learners with special needs (LSN) to freely express their feelings, conflicts, psychological problems, and their artistic creativity. Visual arts are considered as a source of satisfaction, development of the feeling of achievement, and happiness, and a means of activating thinking and learning. In the professional context, art therapy is one of the therapeutic interventions in special education programs. The aim of this research was to explore effects of a Special Art Education (SAE) Course on attitudes toward Omani LSN. Participants of 19 undergraduate students of Art Education Department (AED), Sultan Qaboos University (SQU) were involved in this research. Participants responded to the scale of attitudes towards the LSN before and after studying the SAE course. The scale consisted of 30 items distributed into three domains related to course instructor, course topics, and course teaching methods. The results indicated that these domains contributed to improving participants' attitudes. This improvement was demonstrated by the size effects of the SAE course on participants' attitudes toward Omani LSN.
The current study aims to explore the role of the Open Art Studio in encouraging university students to practice arts. It seeks to answer the following main research questions: What is the role of the Open Art Studio in enhancing university-students’ life in terms of educational, sociological and physiological aspects? The findings of the study show the importance of practicing art activities in the Open Art Studio in enhancing university-students’ life as well as analyzing the integrating role of the educational, physiological and sociological of practicing art in the Open Art Studio. This study ended with some important recommendations such as the importance of higher educational institutions in encouraging students’ participation in practicing all types of arts activities and supporting them and offering incentives, the necessity of art specialists participating at universities in planning policy of outside classrooms activities and supervising these activities according to their specializations, and allocating some time in the study timetable for practicing extracurricular activities in all university disciplines. Finally, it recommends the need to further study the difficulties behind the university students’ limited number of visits to Open Art Studios.
This article explores the importance of Fine Art Museums to Art Education in the context of Oman. Although it will shed light, other creative avenues of Art education have developed in the country, such as collaboration and small private exhibitions, and it is argued here that there can be no complete substitute for public Fine Art museums to help develop Artists' understanding and knowledge of their field. It will play a role in filling the gap of knowledge with regard to the function played by Museums with regard to Fine Art Education in Oman.
The issue of identity has attracted interest from many researchers in different fields. In contemporary practice in the visual arts, identity is a unique subject. Artists in Oman are fortunate to be able to rely on a rich cultural heritage, which enables them to produce work that is based on the unique Omani identity. In addition, there are concerns that the effects of globalization and the removal of geographical borders between nations will lead to the importation of Western styles and symbolism into Omani art. Where this has happened in other parts of the Arab world, some of the unique features of Arab principles and cultural beliefs have disappeared. Thus, this study aims to highlight the symbolism and significance of identity in the works of Omani painters. It investigates the role of Omani painters in preserving Omani identity by using a descriptive analysis method to examine a sample of Omani artwork. The results of this study show that Omani artists are involved in expressing their perceptions of identity in a variety of ways using a range of related symbols.
There is growing interest in developing an agenda for carrying out new ways of conducting research in art and art education based on looking, seeing, thinking, creating and rethinking from an artistic perspective, that is, establishing a new vision for and revision of visual research in art education. The overall aim of this article is to provide insight into an artistic investigation and re-examination of the researcher’s culture and textile traditions. Doing so provides aesthetic insight through a close examination of fabric qualities and structures. Thinking and seeing are used as pedagogical elements in the process of practice-based research. This method of enquiry offers a rich example of how we can participate in the everyday world with heightened sensitivity and discover the beauty of seeing what many take for granted and thus learn to see differently through systematic enquiry.
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