The development of a student engagement instrument for the responding strand in visual arts

Abstract

The 'responding' strand of the Australian visual arts curriculum promotes 21 st century learning skills through students' analytical engagement with artworks and artists. Assessing students' experiences and engagement is one strategy to improve teaching and learning in responding. However, there are no validated, subject-specific student engagement instruments for teachers to use. This study sought to develop a student self-report diagnostic instrument that provides information on past experiences with visual arts and factors affecting both cognitive and psychological engagement, with implications for improving teaching and learning. The instrument was piloted with 266 Year 10 to 12 students, as responding has an approximate 50% assessment weighting in the Australian visual arts course for senior school students. This paper reports on the exploratory and confirmatory factor analyses conducted in the development of the instrument. It adds to the body of knowledge on developing engagement instruments, recognising that student engagement in secondary education is context-dependent.

Analysis on Visual Art Design Based on Visual Psychology

“…In recent years, as the forms of visual design become more diversified, designers continue to deepen their researches on the most basic shapes of art design, including point, line and surface elements (Morris, 2018). The art of calligraphy in China lays emphasis on the expression of line elements, focusing on the vigorous strokes and the strength of line elements; the painting art in China pays attention to the comprehensive expression of point, line and surface elements, emphasizing the dynamic harmony and beauty of the paintings (Brillantes-Evangelista, 2013).…”