ISSN: 2226-6348
Open access
Aesthetic ability is crucial for students’ quality because it helps them better appreciate the appeal of artistic creations, enhance their art education, and advance in their future growth and development. It is important for the students to establish positive aesthetic value and cultivate their aesthetic ability for the social trend’s revitalisation. For art education, the aesthetic ability is an effective tool to improve student learning outcome. Art students’ learning involves with craft design courses which encourage them to build a good learning environment in order to cultivate students' sensitivity to aesthetics, strengthen students' imagination, creativity and hands-on ability, and to improve students' aesthetic ability. In order to improve the efficiency of undergraduate art design education, it is necessary to continuously optimize the teaching mechanism of undergraduate art design education and innovate the teaching methods of art design education courses. The purpose of this paper is to investigate the role of emotional teaching value on the students’ aesthetic ability. This study used a survey strategy for primary data from 89 undergraduate students from Art programme at Chinese Universities. The findings of the study reveal that the emotional teaching value is positively associated with students’ aesthetic ability and their positive outcome. Moreover, the effects of different factors were to be a mediating reason in the relationship to their positive learning outcomes is important for students’ performance and creativity. This study explored an important role of teacher to use emotional teaching value to enhance students’ aesthetic ability and the findings showed some important implications at the end of the study. This study also provides strong evidence that emphasising feelings in art and design classes can improve students' academic performance and help them adapt to healthier practices. Within this objective, it may be useful for Art Design undergraduates to consider their own feelings as they create their work.
Alawad, A. (2012). Can We Bring the Natural Environment into the Art Classroom? Can Natural Sound Foster Creativity?. Educational Research and Reviews, 7(28), 627–631. https://doi.org/10.5897/ERR11.167
Banse, R., & Scherer, K. R. (1996). Acoustic profiles in vocal emotion expressions. Journal of Personality and Social Psychology. 70, 70(3), 614–636.
Buck, R. (1983). Chapter 9 - Emotional Development and Emotional Education. In R. Plutchik & H. Kellerman (Eds.), Emotions in Early Development (pp. 259–292). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-558702-0.50015-7
Desmet, P. M. A., & Hekkert, P. (2009). Special Issue Editorial: Design & Emotion. International Journal of Design, 3(2), 1–6. https://doi.org/10.1007/s41019-016-0031-z
González-Zamar, M. D., & Abad-Segura, E. (2021). Emotional creativity in art education: An exploratory analysis and research trends. International Journal of Environmental Research and Public Health, 18(12). https://doi.org/10.3390/ijerph18126209
Inwood, H. J. (2013). Cultivating artistic approaches to environmental learning: Exploring eco-art education in elementary classrooms*. International Electronic Journal of Environmental Education, 3(2), 129–145. http://dergipark.ulakbim.gov.tr/iejeegreen/article/view/1087000092/1087000063
Jin, L., & Cortazzi, M. (2006). Changing practices in chinese cultures of learning. Language, Culture and Curriculum, 19(1), 5–20. https://doi.org/10.1080/07908310608668751
Karkou, V., & Glasman, J. (2004). Arts, education and society: the role of the arts in promoting the emotional wellbeing and social inclusion of young people. Support for Learning, 19(2), 57–65.
Li, J., Luo, C., Zhang, Q., & Shadiev, R. (2020). Can emotional design really evoke emotion in multimedia learning? International Journal of Educational Technology in Higher Education, 17(24), 1–18.
Mackey, S. (1993). Emotion and Cognition in Arts Education. Curriculum Studies, 1(2), 245–256. https://doi.org/10.1080/0965975930010205
Napolitano, C. M., Sewell, M. N., Yoon, H. J., Soto, C. J., & Roberts, B. W. (2021). Social, Emotional, and Behavioral Skills: An Integrative Model of the Skills Associated With Success During Adolescence and Across the Life Span. Frontiers in Education, 6(June), 1–10. https://doi.org/10.3389/feduc.2021.679561
Plass, J. L., Homer, B. D., MacNamara, A., Ober, T., Rose, M. C., Pawar, S., Hovey, C. M., & Olsen, A. (2020). Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters. Learning and Instruction, 70, 101194. https://doi.org/https://doi.org/10.1016/j.learninstruc.2019.01.005
Santamaría-Villar, M. B., Gilar-Corbi, R., Pozo-Rico, T., & Castejón, J. L. (2021). Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.659348
Zhang, T. (2017). Why do Chinese postgraduates struggle with critical thinking? Some clues from the higher education curriculum in China. Journal of Further and Higher Education, 41(6), 857–871. https://doi.org/10.1080/0309877X.2016.1206857
In-Text Citation: (Huijun & Halabi, 2023)
To Cite this Article: Huijun, C., & Halabi, K. N. M. (2023). Cultivating of Emotional Teaching Value to Art Design Undergraduate Students’ Aesthetic Ability in China. International Journal of Academic Research in Progressive Education and Development, 12(1), 1048–1057.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode