An Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of Pre-Service Visual Arts Teachers

This study aimed to examine TPACK (Technology, Pedagogy and Content Knowledge) competencies of pre-service visual arts teachers. Based on the descriptive and comparative survey model, TPACK competencies of pre-service visual arts teachers were compared on variables of gender, year of study and academic achievement. The participants of the study were 253 pre-service teachers studying in department of visual arts in Education Faculties of Atatürk, Karadeniz Teknik, Mersin and Necmettin Erbakan Universities. TPACK Competencies Scale was used to collect research data. The findings showed that TPACK competencies of pre-service visual arts teachers were low in terms of technology knowledge, but high in content knowledge. In addition, their TPACK competencies vary based on gender, year of study and academic achievement.

Situación actual de la educación artística en España

This article aims to present the research results on the current situation of art education as a discipline in Spain, in addition to assessing the importance of the arts in the educational process, as well as the knowledge of visual languages that allow conducting educational research not only in this branch of knowledge. After the advances that had occurred in recent decades, despite the development of different educational laws on adverse occasions, the current moment is one of uncertainty because the presence of the arts in education is questioned, and it is not understood that it is related to other scientific areas which it helps to solve didactic problems, through the development of different audiovisual languages. Failure to promote an educational specialization in the area, may have repercussions on students who will not have a way to develop a learning of visual culture, through artistic experiences organized from teaching, as well as teachers, by relegating the artistic subject to a elective without specific content, it could be developed by any educator who does not always seek to solve expressive, aesthetic or creative problems.

Purposes of Arts Education

A range of arguments is used to justify the inclusion of the arts in schools’ curricula from different parts of the world, moreover, "the arts" can mean different things to different audiences. It is therefore useful to contextualize why and how arts education contributes to such things as social utility, personal growth, and aesthetic awareness. Arts education in many countries is being marginalized, and the cognitive value of arts education is being sidelined. By reinstating the arts in education as cognitively driven, culturally relevant, and progressive, an arts offering can be formed that aligns with, and advances, contemporary perspectives and practices in education.

Turning Scientific Data into Physical Art - SculPture as an aesthetic language

Through its diverse range of activities Scenario aims to promote the arts in education, including the facilitation of intellectual exchange between (language) educators and artists from different backgrounds. In the following interview Adrien Segal, a data artist based in California, reflects on the interrelationship between science and art and, in doing so, focuses especially on sculpture as an aesthetic language. In her art work she interprets the poetics of statistical information by translating data into lines, forms, and materials that reveal abstract concepts and unseen phenomena as communicative, sensory, aesthetically engaging artworks. Her work seeks to transcend the divide from objective scientific data towards that of experiential knowledge.