A Study on Learning Structure of Art Education Based on Cultural Practice

Abstract

The purpose of this paper is to propose a base model to assess art class lesson plans that promote students’ creativity and social-cultural engagement. We analyze various learning principles that focus on students’ agency as well as social-cultural interaction. The model is reviewed through two perspectives, art learning as creative actions and as a way of social-cultural engagement, in order to evaluate students’ self-directed creativity and peer interaction as effective learning process. Through the applications of the model in the planning, execution, and reflection phases in multiple art classes, we verify the versatility of this model as an assessment tool across various art education settings.