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This research reveals that art education in elementary and secondary schools in China has changed dramatically since 1978, and those changes have been, for the most part, positive. Chinese art education can be separated into three periods: prior to 1966; 1966- 1976; and 1978-present day. During the different dynasties and periods prior to 1966, art education existed in different forms. Art education was nearly terminated during the Cultural Revolution (1966-1976), the most chaotic period in China's history. In 1978, with the Chinese Economic Reform, started by Deng Xiaoping, and the opening of trade with the outside world, which resulted in a rich exchange of ideas, China's position on education changed radically. It began to hold a series of meetings to determine the state of K-12 education and art education in China. Since 1978, the method of art teaching no longer follows the old teaching model that emphasized skill and copying in painting and drawing. This study details the evolution of changes in K-12 art education in China since 1978 up until present day.
This book examines the rising global prominence of China’s art market throughout the twentieth and twenty-first centuries. To understand the far-reaching impact of Chinese art on global consumption, this book traces the shift from regional markets to global markets. It asks how the Chinese art market re-emerged from its politicized past, innovated within the private economy boom, remained resilient despite the global financial crisis, and flourished on the global stage despite the COVID-19 pandemic. Ultimately, it argues that cultural entrepreneurship enabled Chinese art professionals to reinvent their space and to participate in the global artworld.
Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), this essential handbook synthesizes existing research literature, reflects on the past, and contributes to shaping the future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the live practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each focusing on a major area or issue in arts education research.
Arts-Based Education: China and Its Intersection with the World investigates the field of arts-based educational practices and research.
Abstract: A historical methodology, which emphasizes political currents and influences, is applied. The history of art education in elementary and middle schools of the People's Republic of China between 1949 and 1989 is systematically applied. The development of art education is divided into three periods: October 1949-April 1966 when art education mainly adopted the model of the Soviet Union; May 1966-November 1978 when art education fully implemented the educational model of the Red Base Areas; and December 1978-Novermber 1989 when art education started to deal with the Western art education, especially that of the United States.
To maintain their status in the global marketplace, it is imperative for emerging economies to focus on the creation of high quality products in order to compete with organizations worldwide. To increase their economic momentum, it is necessary to utilize innovative and creative strategies to discovery and produce desirable goods. Design Education for Fostering Creativity and Innovation in China discusses the issues surrounding Chinese policy by analyzing the role design education plays in fostering an innovation-based economy. This compendium of contemporary research explores the challenges and opportunities presented by design education, and strategies to foster creativity to sustain China’s economic progress. This book is ideal for educators, administrators, students of education, and policy makers in China and abroad.
Takes an in-depth look at the period between the 1950s and 1970s, focusing on the formation of a new visual culture and how it was given priority over artistic traditions such as ink painting. This was part of a broader national program to modernize China, and it had a great impact on artists and their work.
In what The Wall Street Journal calls "the first comprehensive analysis of Sino-American educational exchanges," this volume provides information on the numbers and attributes of American and Chinese students and scholars who have moved between China and the United States since 1978. This book not only supplies quantitative data on their fields of study, length of stay, and financial resources, but also discusses such qualitative issues as the problems students and scholars have encountered in carrying out their work, the adequacy of their preparation, the "reabsorption" process that students and scholars from China face upon their return home, and the impact of the exchange process on fields of study in both countries.