Artistic Understanding and Motivational Characteristics

Abstract

This study aims to analyse artistic understanding in primary and secondary education and the relationship between this understanding and motivational characteristics such as goal orientation, engagement in art activities and attitude to art education at school, which determine (according to prior research) learners' academic achievement, in this case the achievement of a group of young students aged between 10 and 17. A positive relationship was hypothesised between artistic understanding and achievement goals, engagement in art activities and attitudes towards art education, respectively. The results obtained partially support this hypothesis, since a statistically significant relationship was observed between artistic understanding and achievement goals, and the significant relationships hypothesised between artistic understanding and both engagement in art activities and attitudes to art education are largely supported by the findings of this study.

Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

“…The Beta Standardized coefficient, .927 for the experimental group, and .794 for the control group of artistic works demonstration explain, respectively, 92.7% and 79.4% of the variance in the total score of artistic skills development predicted by artistic works demonstration. The result is in coherence with prior published research (Montgomery, 2017;Baldus & Wilson, 2016;Maureen, 2019;De La Cruz, 2017;Xhomara, 2019;Lekue, 2015;Ma, 2021;Yokochi & Okada, 2021;Lazutina et al, 2016;Ruotsalainen, 2017;De Backer et al, 2012;Zourntos, 2013;Necka & Hlawacz, 2013;Jaracz & Borkowska, 2020), who argued that artistic works demonstration predicts artistic skills development. As a final result, hypothesis # 2: Artistic works demonstration predicts artistic skills development of arts master students, is supported.…”

“…Other research study including different forms of artistic demonstration, such as dancing, signing, and sculpting works that are related significantly with development and improvement of artistic skills. Artistic comprehension and motivation components such as aim orientation, involvement in art playing, and attitude to art education at university influence students' academic achievements (Lekue, 2015); meantime, Ma (2021), pointed out that plastic art shows a relation between musical plasticity and plasticity of artistic movement; and using artistic content learned in practice correlates positively and substantially with artistic students' progress (Xhomara et al, 2019). One of the other forms of artistic work demonstration is modification of artwork that effects the artistic knowledge and skills (Yokochi & Okada, 2021;Phelan & Nunan, 2018); meantime, artistic interaction with the art improves artistic learning outputs (Gaw & Fralick, 2020).…”

Art in my world: Exploring the visual art experiences in the everyday lives of young children and their impact on cultural capital

“…The role of the teacher in the classroom also informed the pupil viewpoint (Callaway & Kier, 1999; Zimmerman, 2009) though there are indications that teachers require more support in terms of teaching the subject with confidence (Davies et al., 2014) which could in turn have an impact on how the subject is experienced and valued by the pupil (Adams, 2009; Fleming, 2011). For a child who has restricted exposure to meaningful visual art experiences outside of the school environment, the impact could be particularly significant and long‐reaching (Lekue, 2015; Pavlou, 2006).…”

‘I – from dreams to reality’: A Case Study of Developing Youngsters’ Self‐Efficacy and Social Skills through an Arts Educational Project in Schools

“…There are many recent studies that prove the importance and potential of arts education in the school curriculum (Efland 2004;Heilig et al 2010). Learning through the arts and artist at school programme may give more creative opportunities to Gardner's (1999) multiple intelligence theory to enhance learning in schools and use aesthetics as a way to provide richer and more emotionally stimulating learning contexts in various subjects (Eisner 2002;Nichols & Stephens 2013;Lekue 2015). According to White (2006, 141) there are as many types of human intelligences as there are types of human goals.…”