Our methods of teaching are according to the concepts and principles of modern art education system.
Visual Thinking Strategies or VTS
By Abigail Housen and Philip Yenawine
The core principle of VTS is to strengthen the student’s fundamental skills. This will provide a new scope and variety of information. Students can then rationally analyse and develop deep thinking and artistic creativity.
VTS believes in allowing the kids to grow up in an environment of exploration and experimentation. The teacher only needs to provide very little technical guidance or none at all.
The teacher only needs to ask questions about the vision of art to guide the kids to think, explain and provide their own opinions. VTS does not insist on any specific correct answers but instead, encourages the the kids to find possible answers. The answers might be incorrect but the important point here is the kids’
multi-layered thinking dimension.
An argument may occur when kids provide different opinions. Thus the objective of VTS to allow kids to enlighten and advance in argument is achieved.
Discipline-Based Art Education or DBAE
By J. Paul Getty Trust 1990
DBAE is another concept of art education. It is an extended concept of VTS. DBAE is art education using science as the basic principle. It is also an all-round art education and learning method. This theory is suitable for adult education, life-time education and art gallery’s art education.
DBAE includes four elements:
1. Art Production – Students need to master the basic skills to elaborate their creativity.
2. Art History – Students need to enlighten and encourage themselves by learning the bio-data and works of ancient and modern artists. Students also need to learn and discuss their skills, and understand the implications of changes and influences of cultural background, politics, social, beliefs, religions and economics.
3. Art Criticism – Students need to learn how to describe, analyse, and judge by using all known art theories and visions to criticise an art work. Students must have the ability to appreciate and differentiate in order to understand the role and function of art works in social aspects of life.
4. Aesthetics – Students are required to use nature, personal intentions and self-cultivation to learn the basic art principles. To feel and intuitively analyse and provide opinions and worth of an art work.
Both China’s and Taiwan’s art education systems differ in point of view of the above theories. They elaborate the four elements as aesthetics, art history, art comment and art creation.
Post-Modern Art Education
Concept of Post-Modern Art Education is using Postmodernism(1965-1990) which was developed in England and is very popular in America and Europe. Jack Pollock (1912-1956) was the initiator of Postmodernism while Frenchman Marcel was the promoter of Postmodernism. Postmodernism’s aim was to ignore the modern hypothesis and norms. It rejected modern art’s limited principles and tendency to ideology. Fundamentalism is a kind of intellectual against rationalism and perceptual hedonism.
Post-Modern Art Education is also against of modernism. It denies the formalising of “beauty” principle but encourages art creation. A finished product is an art, everything is art, and everyone is an artist.
Post-Modern Art Education emphasises using a lot of methods and materials including sound, lights, and electric to present art creation. It presents generalisation, livelihood, diversification and deconstruction in which the influence amongst them cannot be separated.
While proponents of Post-Modern Art Education question the modern education, they also re-assess the aim of education: what is the main purpose of art education?
In involving the art education, it absorbs the modern course which is plentiful, returnable, connectable and restrictable. Then it brings out some points which is global, world of reading, art popularity and culture diversity. So that art will be free from the pure art society and blend with the daily lives and human activities. It cares about societal development and changes of environment.