Exploring Visual Art Students’ Wellbeing: A Multi-level Research Approach

Siddins, Eileen

doi:10.1007/978-981-16-8040-3_8

Cited by 3 publications

(3 citation statements)

References 33 publications

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“…Art students face unique challenges that may impact their well-being. Managing the pressure to generate unique artwork, being creative, and working lengthy hours are some of the issues associated with students' chosen field of study [23]. However, individuals actively involved in artistic practices often report better levels of well-being [24].…”

Section: Theory Developmentmentioning

confidence: 99%

The Effect of Sustainable Development Goals and Subjecting Well-Being on Art Nascent Entrepreneurship: The Moderating Role of Entrepreneurship Education

Laspita,

Sitaridis,

Sarri

2024

Education Sciences

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This study explores the impact of the perceived well-being of students; the degree to which they perceive that their university enhances, facilitates, and supports six sustainable development goals (SDGs); and entrepreneurship education on nascent entrepreneurship. Moving beyond main effects, our research uses entrepreneurship education as a moderator, offering nuanced insights into nascent entrepreneurship, particularly among art students—an under-researched group. Utilizing data from a large sample within the established research project GUESSS, our findings show a very small statistically significant positive relationship between subjective well-being and nascent entrepreneurship among art students. However, the anticipated impact of university enhancement, facilitation, and support of SDGs on nascent entrepreneurship is not evident for these students. Notably, entrepreneurship education is important for the cultivation of the future generation of art entrepreneurs. These results have important theoretical and practical implications.

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Section: Theory Developmentmentioning

confidence: 99%

The Effect of Sustainable Development Goals and Subjecting Well-Being on Art Nascent Entrepreneurship: The Moderating Role of Entrepreneurship Education

Laspita,

Sitaridis,

Sarri

2024

Education Sciences

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“…In the context of higher education, it is emphasized that teachers have a great potential to promote students' emotional well-being by using learning innovations and consciously creating the learning environment (Baik et al, 2017). Based on the findings that the teacher's personality and professional mastery, as well as the current idea that a vital aspect in art pedagogy is how the teacher sees the pedagogical process (Siddins, 2021;Medne & Jansone-Ratinika, 2019), the perspective of the teacher was determined as the focus of the further research. The aim of this study was to identify how dance teachers themselves interpret the pedagogical focus of the dance class.…”

Section: Introductionmentioning

confidence: 99%

Focusing on Arts Education from the Perspectives of Well-Being

Vītols¹,

Zīsberga²

2023

To Be or Not to Be a Great Educator

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The place of well-being has been the focus of arts pedagogy and research and practice of lifelong learning for some time. This is because arts education itself is seen as a challenge today, as it is included in performance-oriented curricula. They are based on the contradiction between organizing and maintaining high-quality learning experiences and achievements through a well-being perspective. Within the framework of this research, one of the sub-branches of art pedagogy – dance pedagogy – has been studied. Dance pedagogy has been chosen because, firstly, it still has implications of authoritarian pedagogy in its particular cultural environment, and secondly, dance pedagogy as a component of quality of life and healthy ageing in the context of lifelong learning is beginning to significantly strengthen its place. The purpose of this publication is to identify the components of well-being formation in an adult dance class from the teacher’s point of view. This choice of focus was determined by the results of the previous research stage, where one of the criteria of well-being was identified in the dancers’ interviews: the personality and professional mastery of the teacher, as well as the still current idea that the vital aspect of art pedagogy is how the teacher conceptualizes the pedagogical process. The respondents were selected during the nomination process, i.e., the candidates were nominated by the dancers and industry professionals themselves. Data were analysed using the qualitative data processing program NVivo 12.0. As a result, the dance teachers’ vision of the pedagogical process was identified, which promotes the dancer’s well-being, where the following criteria are established as an essential part of the pedagogical process: the student’s personality understanding, involvement and preparedness, and psychological knowledge. The results of this research will serve as a basis for the creation of a professional development program for art teachers.

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“…In the context of higher education, it is emphasized that teachers have a great potential to promote students' emotional well-being by using learning innovations and consciously creating the learning environment (Baik et al, 2017). Based on the findings that the teacher's personality and professional mastery, as well as the current idea that a vital aspect in art pedagogy is how the teacher sees the pedagogical process (Siddins, 2021;, the perspective of the teacher was determined as the focus of the further research. The aim of this study was to identify how dance teachers themselves interpret the pedagogical focus of the dance class.…”

Section: Introductionmentioning

confidence: 99%

To Be or Not to Be a Great Educator

2023

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The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers' learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers' learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers' experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers' experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.

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Exploring Visual Art Students’ Wellbeing: A Multi-level Research Approach

Cited by 3 publications

References 33 publications

The Effect of Sustainable Development Goals and Subjecting Well-Being on Art Nascent Entrepreneurship: The Moderating Role of Entrepreneurship Education

The Effect of Sustainable Development Goals and Subjecting Well-Being on Art Nascent Entrepreneurship: The Moderating Role of Entrepreneurship Education

Focusing on Arts Education from the Perspectives of Well-Being

To Be or Not to Be a Great Educator

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