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This study aims to determine the perceptions of fine arts high school music department students about the concept of "instrument training" through an alternative measurement and evaluation technique "Word Association Test (WAT)". In this study, the survey model, one of the qualitative research methods, was used. The study group of the research consisted of 110 students studying at Nevit Kodalli Fine Arts High School Music Department in the 2021-2022 academic year. The data were obtained by applying the "Word Association Test (WAT)". Firstly, WAT was explained for informative purposes during the application. Then, the students were asked to write the first 5 words that they thought were related to the key concept of "instrument training" within 1 minute. Afterwards, they were asked to make a sentence related to these answer words. The obtained answer words were analysed by content analysis technique. As a result of the analysis, the answer words that the students associated with the key concept of "instrument training" were grouped under 9 categories (teaching materials, performance anxiety, motivation for the instrument, social skills, attitude towards the instrument, technical skills, student capacity, education and training). According to the order of these categories, the most frequently associated answer words with instrument education were instrument, etude, excitement, working, cooperation, happiness, note, talent and teacher. Under the category of performance anxiety and motivation related to the instrument, the students showed a negative distribution on the word "tiring". It was observed that the students had a positive cognitive structure in all categories.

Faculties of Fine Arts in Turkey train artists and designers by using the universal language of art, taking into account scientific, artistic and cultural developments, developing students' creativity and productivity. In addition to the problems encountered by fine arts students and artists, who have creative personality elements, during the performance of art and the application of methods and techniques available in the literature, the level of use of technology will directly affect their artistic performances and activities. The aim of this study is to examine the creative personality traits and internet usage status-purposes of university students studying in Fine Arts Faculties on a relational basis. The study, which was conducted in the relational survey model, included 205 students studying at the fine arts faculties. Creative personality traits scale and internet usage intentions questionnaire were used to collect the data of the study. According to the findings of the study, the creativity personality traits of the participants are at a high level. In addition, creative personality traits of the students show partial differences according to gender variable. According to another result of the study, it was seen that the students of the Faculty of Fine Arts use "Social networking sites", "Video sharing sites", "Photo sharing sites" applications at a high level. Again, the internet usage purposes of the participants differ according to the gender variable. Finally, significant relationships were found between the participants' creative personality traits and their internet usage purposes.

This text aims to revisit a practice developed in a course on art education within the Ph.D. programme in Arts Education at the Faculty of Fine Arts, University of Porto. We approached this space through the construction of a workbook that was practised during classes. The exercises aimed to reflect on the positionality we occupy and on art education as a field of practice/research built on several colonialities. The idea of theory as a practice enacted through questioning, displacements, staying in research and getting to know the archives we inhabit framed the work carried out. The text is an exercise in revisiting the workbook, activating it now through reading and outside the group of participants to which it was made. It is not linear in the sense of recounting the experience; rather, it seeks to blend today's writing with the exercises drawn from that workbook.

This study addresses the problem of insufficient emphasis on art courses in helping students develop 21st-century skills. As globalization continues, industries increasingly interconnect, creating a necessity for 21st-century skills. Universities are responsible for equipping the next generation of scholars with the soft skills needed to succeed, such as creativity, adaptability, innovation and collaboration. However, universities disservice students and their future employers by isolating departments and overlooking collaboration opportunities. Rather than this narrow-minded approach to education, academia must challenge the status quo and reflect on the needs of an increasingly globalized world. This research study used a qualitative single case study methodology based on constructivist learning theory and design thinking to analyse the effect of art education courses taken by non-art majors on students' development of 21st-century skills. The literature examines why a lack of emphasis on the arts exists and what skills students gain through arts exposure.

Fine arts high schools are schools that form the basis for vocational music education given in higher education institutions. These schools form the basis for higher institutions; therefore, it is of great importance that the contents of their curriculum be of a quality that will prepare them for higher education institutions. Based on this purpose, in this study, eight music department programs that have been reached in the fine arts high school music departments from their establishment to the present day were examined comparatively. Document analysis method was used in the data collection process of this case study model research, one of the qualitative research methods, was used. The data obtained by document analysis were analyzed by content analysis. When the findings obtained from the research were examined, it was found that the most striking results were that the biggest change at the first and second-grade level was in the foreign language course, as a result of the separation of high schools as "Music" department, "Turkish Folk Music" department and "Turkish Art Music" department in 2016, the piano course at the third-grade level was only included in the third and fourth grades of the music curriculum, and the course, which was under the name of "choir" until 2005, was divided into "Western Music Choir" and "Turkish Music Choir" after 2005. Suggestions were given in line with the results of the research.

In this study, 21st century skills and technological tendencies of the students of the Faculty of Fine Arts were examined with a relational approach in terms of some variables. With this aim, the 21st century skills and technological competences of the students of the Faculty of Fine Arts were compared in terms of gender and grade level variables. In this respect, this study is a comparative relational survey research. The study was carried out with 198 students studying fine arts at different universities in Turkey. The 21st century skills scale and the technological susceptibility scale were used as data collection tools. In the study, t-test for independent groups, one-way analysis of variance and correlation analysis techniques were used for data analysis. In the study, it was found that the 21st century skills of fine arts students were relatively high, while their technological susceptibility was moderate. It was found that the 21st century skills and technological predispositions of the participant students differed in terms of gender and grade level. Finally, a positive, significant and high-level relationship was found between the 21st century skills and technological predispositions of the students of the Faculty of Fine Arts.

The aim of this study is to examine the creativity of university students studying in the field of fine arts in terms of demographic and school factors. In this context, the Kaufman creativity areas of the participant students were examined through a comparative approach on the basis of the comparative relational survey research model. The study group of this research consists of 241 Fine Arts Faculty students. Kaufman Creativity Fields Scale was used to collect research data. According to the analysis of the data, the academic creativity of the participating students was low, their mechanical creativity was at a medium level, and their artistic creativity was at a high level. In addition, significant differences were found in the creativity areas and levels of the students according to gender, department type, class and achievement levels. It was observed in the research that the academic creativity of the participating students was low. In this context, activities and practices for students' skills such as research, problem solving, and using the scientific method in original processes can be included in all departments of the relevant faculties.

In this study, we explored possible differences between students studying the fine arts and their non-art major peers on three separate variables: mental health, stress, and time spent on academic work. We found that students who study the fine arts report higher rates of mental distress, stress, and spend more time on academic work than do their non-art major peers. We offer recommendations for therapists working in university and college counseling settings.

The proportion of students studying in higher education institutions who are experiencing mental health needs is increasing and becoming a serious concern. Using participatory arts projects may be key to enabling students to maintain well-being despite the pressures inherent in their student role. Therefore, this study aimed to ascertain whether such a course could be feasibly developed within a university setting, and to examine how esthetic experience influences university students' well-being. To understand the differences in students' esthetic experience and well-being before and after engaging in participatory art, this study implemented an intervention and collected quantitative and qualitative data. A total of 39 students volunteered to participate in the study. The results revealed that esthetic experience predicted student well-being, as the more students had an esthetic experience by concentrating on a particular artwork, the more effective it was in terms of enhancing their well-being. In addition, there was a significant difference between the pre- and postintervention, where students' esthetic experience and well-being improved after completing the art activities. These findings have implications for our understanding of university students' well-being, as well as the importance of considering participatory art, on its own, as a target for intervention.

Defined as the tendency for structures and groups to "grow more alike, to develop similarities" policy convergence is a recognized factor in policy analysis across fields. In the arts education sphere, this can mean adopting similar curriculum standards, imitating an after-school arts program, or even borrowing a large-scale metropolitan arts education partnership model. I argue that policy diffusion helps to illuminate policy convergence in the arts education milieu. In this policy analysis essay, I first detail the conceptual underpinnings of policy diffusion. Next, I offer specific examples from arts education and attempt to show how they exemplify mechanisms of diffusion. I then argue that there are specific contexts/structures within arts education policymaking that facilitate diffusion, and I conclude with discussion based on the analysis.

The aim of this study is to explain the case that preservice teachers will enable alternative experiences to today's visual arts education by using alternative ceramic firing techniques. In this study, qualitative research was carried out using a single-case study during the 2018-2019 academic year. Six preservice teachers were chosen using the criteria of having the necessary knowledge and skills for ceramic training and teaching, and for being educated in the Fine Arts Education Department. In the collecting data part of the research, the techniques of alternative firing such as; fumed firing, raku firing, saggar firing, and obvara firing techniques were practised in the context of this study. The main research data were based on the observation data collected through the process of the practices which were conducted by the artist- researcher. In addition to observations, a data set was gathered to understand and describe the case such as; lesson instruction materials, diaries, self-evaluation forms, and product evaluation forms. The data was analysed using a descriptive framework based on art education and teacher training literature. The findings of the study represent seven themes; "Adaptation of learning to school conditions", "Organising practise steps", "Motivation for creative experiences", "Suggestions for professional practices", "Suggestions for problems", "Adaptability to teaching" and "interaction during the teaching process". According to the findings, it can be stated that the alternative firing techniques transformed into alternative ways for teaching processes in visual arts education through this case. Consequently, the discussion topics are as follows: "Alternatives motivate creative experience"; "Adapting the alternatives to school conditions"; "Organising steps for alternative practises"; Transferring alternative experiences to professional lives".

In the study, it was aimed to examine Fine Arts High School (FAHS) students' self-perceptions for their musical instruments and their music performance anxiety according to some variables. Also it was aimed to reveal the relationship between their self-perceptions for musical instrument and music performance anxiety. The sample of the research consisted of 273 music department students studying at Malatya Abdulkadir Eris FAHS, Konya Çimento FAHS, Balikesir T.C. Ziraat Bankasi FAHS and Ayvalik Sebahat-Cihan Sisman FAHS. The data for the research were obtained by using the "Self-Perception Scale for A Musical Instrument" and the "Kenny Musical Performance Anxiety Scale". As a result of the study, it was determined that Ayvalik Sebahat-Cihan Sisman FAHS students had lower music performance anxiety than students of other schools. It was concluded that female students experienced more anxiety than male students. In addition, it was determined that as the duration of education increased, the level of self-perception for the musical instrument increased. A statistically significant negative weak correlation was found between self-perception for the musical instrument and musical performance anxiety values. In other words, it was concluded that as the students' self-perceptions for their musical instruments increased, their music performance anxiety decreased.

This qualitative case-study looks at how one preservice teacher uses multimodal counter-storytelling to push back on dominant historical narratives in social studies teaching. It examines how the teacher conceptualizes the use of critical arts and humanities as pedagogical tools to represent historically marginalized voices and disrupt dominant narratives (counter-storytell) in social studies education, and secondly, how they engage with these critical multimodalities in order to counter-storytell in their social studies student teaching. Findings show that preservice teachers can deftly and richly use multimodalities as access for counter-storytelling towards transformative social justice teaching with their students, but that a lack of curricular support and the necessity of content knowledge create challenges which demand greater assistance for educators in this pedagogical journey.

Engaging along with music during lockdown is a kind of common behavior of human beings. This article mirrors the mass perception of music during the specific situation of lockdown in Nepal. The descriptive online survey design was used by taking 136 participants from Fine Arts Campus by purposive sampling technique. Frequency, percentage, and presentation of chars were major statistical techniques used in this research. The finding indicates that most of the participants were enjoying by listening and participating in musical activities during the pandemic. Whatever the purpose of listening, singing, dancing, composing, recording, playing the musical patterns, mass people knowingly-unknowingly connected with music during a lockdown. So, concluded that almost all respondents voted for the need for musical activities and varieties of music for managing their stress.

The study had a descriptive survey model. The purpose of the study was to determine the problems faced in art education by academicians in fine arts education under the conditions of COVID-19 pandemic, and to help take measures for the solution of these problems. The population of the study consisted of higher education institutions/branches that provide fine arts education. The sampling was the academicians of the Fine Arts Education Department, Faculty of Fine Arts, and Painting/Sculpture and Conservatory Departments. After the pandemic was detected in Turkey in mid-March 2020, an attempt was made to contact the sampling between April and June 2020. The study was conducted with 196 academicians who had different academic titles. An online survey was used as the data collection tool in this study. The survey included 37 questions in 6 problem fields on demographic data, distance education backgrounds, and problems that could be experienced in distance education and art education, was applied to those who wanted to participate voluntarily in the study from academicians. Frequency and percentage distributions were used in statistical analysis of the data in the present study. The participants stated that they experienced problems mostly due to the contents/achievements of the courses, student-related problems, and measurement and evaluation-related problems during the distance education process. However, they also stated that they experienced fewer problems that stemmed from internet and computer, distance education program, and teacher-related problems.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

The following article presents the results of research whose purpose was the analysis of the level of artistic creativity and fine arts development among eighth-grade students of different elementary schools in the northeastern part of Slovenia. We have monitored the level of artistic creativity and analysed the differences in fine arts creative skills from the viewpoint of six factors of artistic creativity: originality, flexibility, fluency, redefinition, elaboration and sensibility for artistic problems. Consistent with these factors, our focus was on the differences in the stratum, as we have noticed a lack of research analysing creative abilities from the point of view of the students' environment. Thus, the research aimed to shed light upon the impact of quality art educational work on the development of fine arts creative skills and creativity, especially among students of higher age. In doing so, the fact about the environment students come from was disregarded. The results of the research show discrepancies with previous research, as we found statistically significant differences in the factors of art elaboration, sensibility for artistic problems and fluency, with the suburban students being more successful. For this reason, there are further tendencies to carry out an in-depth analysis of this indicator in the mentioned age group.

Research exploring the benefits of Mindfulness-Based Interventions (MBIs) with youth is emerging and promising for the improvement of resiliencies. We developed an arts-based mindfulness intervention to make learning mindfulness accessible for children who had experienced trauma. Arts-based methods are engaging, enjoyable, and developmentally relevant. Previously, we found benefits of participating in this MBI for children aged 8 to 12 years. Herein we discuss research in which we explored the benefits of this MBI for adolescents who were experiencing challenges with schooling; 146 youth completed the program. Our research question asked whether the MBI was beneficial and/or effective for these youth and, if so, what were these benefits and how did these benefits assist youth to cope? Benefits were explored via reflexive thematic analysis (TA) of pre/post-intervention, and follow-up individual interviews with youth. Effectiveness was assessed by analyzing pre- and post-intervention scores on youth self-report inventories measuring mindfulness and resilience, as well as responses from caregiver assessments of behavior/coping. To assess if there were changes in responses across timeperiods, a series of repeated measures ANOVA were employed. Quantitative findings were mixed in that the youths' self-report scores measuring resilience showed limited improvement while mindfulness showed no significant change. However, parents' perceptions regarding their child's behaviors indicated significant improvements in social competence and both internalizing/externalizing behaviors. Similarly, the thematic analysis suggested improvements in youths' self-awareness, self-judgment, thinking, mood, ability to make choices, social skills, coping, and emotion regulation. The results are promising and warrant further investigation of arts-based approaches to facilitating mindfulness with youth.

The research is aimed to evaluate the impact of fine arts high school music department program on the piano playing skills of students. In this context, it was determined to what degree fine arts high school students thought the school program contributed to their piano playing skills and differentiation of student opinions as per their gender and class was also examined. A cross sectional descriptive design was conducted. The sample of the research consists of 356 students attending five different Music Departments of Fine Art High Schools. A questionnaire, consisting of 23 items, was formed by the researcher to collect the data. The results showed that majority of students considered that the program was insufficient to contribute to development of their piano playing skills. For example, almost half of the students thought that the school program did not adequately develop their sills which include production and performance of musical ideas, transposition and composition skills in relation to piano playing skills. On the other hand, most of the students think that the program developed their independent instrument learning skills and their skills to evaluate the pieces which they played.

The aim of this study is to determine, as expressed in metaphors, the attitudes of the students of music department in the Fine Arts High School (FAHS) in the 2019-2020 academic year. The study was carried out with 37 music students in 9th and 12th grades of Mersin Adiyaman Fine Arts High School. In line with the phenomenological research design, a form including the statement "The piano lesson is like… Because..." was used to collect the data for the study. Determining the attitudes of the students of the music department towards the piano is critical in terms of increasing the quality of piano learning and music education. Since metaphors are crucial in determining the student's attitude towards a musical instrument, the metaphors that are used by the student are extremely important. Therefore, the aim of this study was to determine the metaphorical meanings assigned to the piano by FAHS music students. The data were categorized by using content and frequency analysis techniques, which revealed 34 positive and three negative metaphorical definitions about the piano instrument. The findings indicate that most of the participants have positive metaphoric definitions of the piano.

Purpose: This study aims to investigate fine arts high school students' motivation toward musical instrument education, musical instrument performance self-efficacy beliefs and attitudes as predictors of burnout.In this study,fine arts high school students' levels of, and the relationships among motivation toward musical instrument education, their musical instrument performance self-efficacy beliefs, attitudes, and burnout were investigated. Research Methods:This study was designed as a predictor relational survey study and conducted with a total of 401 fine arts high school students during the 2015-2016 academic year. Findings: The results revealed that students' burnout levels were low, their motivation level was high, their level of musical instrument performance self-efficacy beliefs was middle, and their attitude level was high. The results also showed a negative significant relationship between students' motivation toward instrument education, their musical instrument performance self-efficacy beliefs, attitudes, and burnout. The fine arts high school students' motivation toward instrument education, their musical instrument performance self-efficacy beliefs, and attitudes were found to be significant predictors for their burnout. Implications for Research and Practice: The researchers in this study recommend that further studies should be conducted to determine the predictive power of other affective variables on student burnout levels to provide new insights into the literature. Given that existing Turkish literature in the field of burnout in music education has mostly focused on music teachers and preservice music teachers, burnout among music education students among different institutions is an area that demands further investigation.

The aim of this study was to investigate effects of physical education and fine arts education on mental skills for University students. The study included 344 university students fulfilling The Ottawa Mental Skills Assessment Tool completely. Obtained data were statistically analyzed with t test. While there was no significant difference in self-confidence and activation between genders (p>0.05); goal setting, commitment, stress reactions, fear control, relaxation, focusing, refocusing, imagery, mental practice and competition planning significantly differed between genders (p<0.05 and p<0.001). Students studying physical education were not significantly different from those studying fine arts in terms of goal setting, self-confidence, commitment, stress reactions, fear control, relaxation, activation, focusing, refocusing, imagery and mental practice (p>0.05). The students with five-year or longer history of doing sports got significantly higher scores for goal setting, self-confidence, commitment, activation, focusing, refocusing, imagery, mental practice and planning competition than those with one-four-year history of doing sports (p<0.05 and p<0.001). In conclusion, physical education and fine arts education had similar effects on mental skills. However, gender and history of doing sports had different effects on mental skills. Physical education and fine arts education had positive effects on mental skills, especially self-confidence. It can be recommended that students studying physical education should be offered information about arts and that students studying fine arts should be given information about sports. In addition, people receiving informal education about sports should be supported in terms of stress and relaxation.

The purpose of this study was to experimentally test the impact of the author's Concept and the corresponding educational and methodological support on the technological development of the pedagogical process (based on teaching Fine Arts to pre-schoolers). Quantitative research methods like surveys, interviews, questionnaires, tests, tutor observation check-lists, students' and learners' performance records experiment were utilised. Three knowledge field and measurement and evaluation experts were involved to assess the validity of the instruments. The Internal reliability of the questionnaire was validated through running the Kuder-Richardson Formula 20 that resulted in a reliability coefficient, which was 0.72 and indicated internal reliability. The variables to this experiment were the students' creativity, learning performance, computer skills, motivation of the professional growth and preschool learners' creative and cognitive thinking and communication skills. It has been found that there was the dynamics in the variables of both student-teachers and children. The mean values for the CG students increased by 0.65 points on average in every variable after the participating in the experiment and the mean figures for children improved by 0.70 points on average as well which proved that the designed model had been efficient in upgrading the pedagogical process at preschools and developing students' future job-related competencies like creating an interactive technology-mediated and game-based learning environment in Fine Arts which could encourage children's initiative, creativity curiosity (autonomous cognitive activity) and collaboration along with creation of an emotionally significant situation for autonomous activity of both an individual and a group in which a child's right to their own evaluation, opinion are welcomed. The results met objectives of this study, boosted previous knowledge, and filled the research gaps. After the treatment, there was a 10-12% improvement in learning performance, 7-9% in the EG students' creativity, 8-10% in computer skills, and 10-11% in motivation of the professional growth and 8-10% in preschool learners' creative and cognitive thinking and communication skills. The course and methodical complexes for Arts and Design can be recommended for use in the pedagogical process of preschool groups and classes of the Republic of Kazakhstan.

The COVID-19 pandemic placed increasing pressure on university staff with spiralling workloads due to the rapid implementation of changes to university processes and staff being required to take on additional duties due to self-isolating or unwell colleagues. The mental health of students was also adversely affected due to changes in their education and social life and the overall uncertainty caused by the pandemic. Engaging in creative and cultural activities has been demonstrated to have a positive impact on mental wellbeing. The present study aimed to explore how and why staff and students in one UK university engaged with arts, cultural and creative activities, and the perceived impact of this engagement on their mental wellbeing during UK lockdowns. This article presents findings from a series of fourteen qualitative interviews conducted with staff and students in the summer of 2021. Thematic analysis identified that participants engaged in the activities to enhance their mental wellbeing through a sense of achievement, enjoyment, absorption and connecting to others. However, the activities were also used as a coping strategy, to deal with loss, and to make meaning of the uncertainty caused by the pandemic.

The success of an educational institution is largely based on student motivation and educational satisfaction and their happiness at their place of education. It is therefore very important to maintain high quality in education to determine the case of students' well-being in order to improve the standards of study. In this regard, the aim of this study was to identify the status of students in terms of their level of burnout, vigor and educational satisfaction at the Department of Fine Arts Education. There were 250 students participated in the study. To determine the level of burnout and vigor, Shirom-Melamed Burnout and Vigor Measures were employed, and to measure the educational satisfaction levels, educational satisfaction questionnaire was used. The results show that music majors have lower vigor than art majors. Gender does not have significant effect on any of the scores. Burnout, vigor and educational satisfaction differ according to the year of education for music major, but only vigor differs for art majors. Mother's education level has significant effect on burnout and vigor for music majors and on education satisfaction for art majors. GPA is not correlated with none of burnout, vigor or educational satisfaction.

In this article the authors present the developed pedagogical model of universal competence development intercultural interaction of bachelors by means of fine arts. The development of this pedagogical model is the most important pedagogical task. This task requires an urgent solution. Since 2019, the Federal state educational standards of the new generation 3++ have been introduced into the educational process of Russian universities. This highlights the relevance of this study. The pedagogical model of universal competence of formation and development of intercultural interaction is an integral pedagogical system. It consists of the following complementary and interrelated clusters: system-forming, motivational-holistic, organizational content, diagnostic-effective. Each cluster is treated as a system that consists of certain Bullitts'. In this article the results of the effectiveness of the pedagogical model proposed by the authors and the need for its inclusion in the educational process of Russian and foreign universities are proved experimentally and presented in this article.

Along with the rapid development of Chinese modern design since the 1980s, modern design education has grown in China. Many studies have already been conducted to examine the key aspects of this historical phenomenon, e.g., heroic figures and well-known institutes. This article, however, investigates the anonymous activities of modern design education in Western China that have long been ignored because of their mundane function. Methods such as document analysis, questionnaire, interview, and subjective understanding are used to achieve the goal of this article. Through research on the School of Fine Arts in a University of Science and Engineering in Western China, as a typical case, this article reveals that although the school lags behind many other design schools, modern design education at the school has experienced sustained growth since its rise in the twenty-first century. The school has made achievements in a difficult situation but suffers from a series of disadvantages and problems. Additionally, modern design education at the school is facing new challenges resulting from changes related to raised standards and intense competition. In conclusion, the value of relatively unknown educational organisations of modern design is becoming clearer, since they are closely connected to the everyday life of ordinary people in Western China and take on a great deal of responsibility in serving the general populace and the vulnerable groups in society. This article, therefore, tries to call attention to anonymous modern design education whose aspects are disclosed through a case study.

In this study, it was aimed to investigate the relationship between the art interests and critical thinking dispositions of the students who study fine arts education in the faculty of education. The sample of the research consisted of 236 fine arts education students including 123 from the department of painting teaching and 113 from the department of music education. In the research, relational survey method was used. It was found in the research that the art interests of the students were at the level that can be considered as good. In addition, it was noticed that the average scores of critical thinking dispositions of the students were at moderate level. One of the findings obtained from the study was that there was no significant difference between the scores of art interest and critical thinking according to gender. Another finding was that art interests of the students in the music department were significantly higher compared with the scores of the students in the department of art education. In addition, a positive moderate level of relationship was found between the art interest and critical thinking, analyticity, inquisitiveness sub-dimensions; significantly low positive relationship with self-confidence, systematicity, searching truth and cognitive maturity sub-dimensions.

In this study it was aimed to investigate free time management skills of participants interested in sports and fine arts. 233 students studying at School of Physical Education and Sports and Faculty of Fine Arts took part in this research. Data was gathered through Free Time Management Scale that had been developed by Wang et al. (2011) and translated to Turkish Language by Akgul and Karakucuk (2015). In evaluation part, descriptive statistical analysis and Manova test was used. It was statistically determined that there were significant differences on free time management scores between participants interested in sports and participants interested in fine arts. Also there were significant differences on free time activities while there were not significant differences on genders. According to the results participants interested in sports have higher scores in goal setting and technique and evaluating sub-dimensions and participants interested in fine arts have higher scores in free time attitudes and scheduling sub dimensions.

The role of interdisciplinarity in achieving authentic and transformative learning outcomes is both contested and complex. At the same time, traditional disciplinary ways of being, doing and knowing have been further tested by the impact of COVID-19 on students, schools and communities. In Tasmania, already experiencing amongst the lowest levels of educational attainment in Australia, the educational implications of COVID-19 have been polarising. Preliminary reports have employed interdisciplinary perspectives to understand how the situation is unfolding. Extremes of privilege and poverty have intensified, with accentuated disadvantage experienced by already vulnerable groups, whilst ingenuity, adaptability and innovation have flourished elsewhere. The spectrum and range of this polarisation yield compelling evidence for the inadequate address of complex societal problems through singular disciplines or institutions. This article explores storied data generated from the intersections of interdisciplinary strategy enacted across three settings: education, creative industries and community-based arts practice. The data derive from two Tasmanian case studies where interdisciplinary collaboration between the education sector, creative industries and community is well established. In subsequent discussion, the multidisciplinary authorship team make and offer meaning from participatory lived experiences of pursuing social justice outcomes prior to and during the COVID-19 pandemic. From this, we posit how lived experiences of interdisciplinarity impact social justice enterprise in times of increasingly complex socio-economic challenge. In addressing these concerns, we elucidate the role interdisciplinarity plays in both enabling and inhibiting social justice imperatives shared across education, creative industry and community-based arts practice immediately prior to and during a global pandemic. In so doing, we elicit the ways interdisciplinary practices, partnerships and priorities recalibrate in response to global challenges.

The purpose of this study is to compare the social appearance anxiety levels of university students studying in different fields. Social appearance anxiety scales which were filled in by 481 students were assessed in the study. T-test and one way ANOVA were used for statistical analysis, while LSD tests were used to find out differences. Social appearance anxiety scale scores were found to be higher in male students when compared with female students. No statistically significant difference was found between social appearance anxiety scale scores in terms of genders (p>0.05). In terms of field of education, social appearance anxiety scale scores of students receiving sport education were found to be lower than the scores of students receiving art and music education and the highest social appearance anxiety scale scores were found in students in the department of educational sciences. Statistically significant difference was found between social appearance anxiety scale scores in terms of field of education (p<0.001). As a conclusion, it was found that sport education caused a higher decrease in social appearance anxiety when compared with fine arts education, while fine arts education caused a decrease in social appearance anxiety when compared with students who received neither sport nor fine arts education. In terms of social appearance contribution, it is thought that art and music education have similar effects to those of sport. Giving sport education to students who are not receiving sport education or making them do sport and giving those interested in sport a chance to be interested in art can be a factor in decreasing social appearance anxiety.

School counselors are a primary source of college and career information for students and families, including students interested in pursuing a degree in fine arts. The admission process to fine arts programs can be complex and involve multiple steps; however, providing this guidance is clearly in line with the role of school counselor, as defined by the American School Counselor Association (ASCA) model for school counseling. This article provides a guide for the fine arts admission process, including finding the right fit, academic requirements, financial assistance, and general strategies. Guidance for specific disciplines such as dance, music, theater, and visual arts are provided. The article includes two appendices of resources that counselors may share with students and families.

In this article the authors are substantiation the significance of the universal competence of intercultural interaction by means of the fine arts in the formation of the personality of students of the university. They are proving the urgency of the problem of this study. This problem is due to the versatility of the phenomenon of culture and art and the potential of its influence on the diverse spheres life of human. The development of intercultural interaction of students by means of the fine arts actively influences the self-determination of their personality. This allows students on the basis of cultural, spiritual, moral values to impose responsibility on themselves in decision-making in all spheres of life. This allows students to lay responsibility on themselves in making decisions in all spheres of life based on cultural, spiritual, moral values. Peculiarities of international cultures as a phenomenon of intercultural interaction are revealed through the fine arts, through artistic images. Theoretical research of intercultural interaction showed the lack of knowledge of the scientific and theoretical foundations of intercultural interaction as a universal competence by resources of fine arts. A chain of interrelated categories of intercultural interaction of the students' personality by means of the fine arts are determining by the authors of this article. The theoretical and experimental studies that were carried out convincingly prove the need for further to development and introduce into the educational process an innovative model of forming the universal competence of intercultural interaction of students of the university by resources of visual arts.

Communication plays a very important role in music and art teaching as well as in all other teaching fields. The ability to communicate strongly in the mental, emotional, and behavioural areas play an important role in providing students with knowledge and skills. Empathy, empowerment and understanding approach will always be the factors that increase success in collective and individual studies. Successful communication will provide positive contributions to the freedom and self-confidence of students in showing their abilities. Establishing a good connection and making cooperation with the parents and establishing the right communication with other colleagues and administrators will also increase the professional success. In this research study, teacher candidates in Department of Fine Arts (Music and Art Education), Education Faculty, Marmara University Atatürk and their perceptions about communication skills were evaluated. "Communication Skills Inventory" scale was applied to 125 student teachers in total, of which 65 were from the Department of Arts Teacher Education and 60 were selected from the Department of Music Teacher Education. The findings obtained by statistical analysis were analysed. It examined whether the communication skills of the students differ according to their gender, class and education field variables. The collected data were processed in the statistical software (SPSS Statistics 22), the inventory was scored, and a T test was conducted to determine whether the averages of the total inventory and sub-dimensions differed according to the demographic variables. Those belonging to the mental, emotional and behavioral dimensions of the questions were grouped in three parts and the frequency percentages were calculated to evaluate the feedbacks given to the sub-dimensions.The results showed that the communication skills of the students did not differ according to their gender, class and education fields. When the results obtained from the research are examined, it is seen that the communication skills of the teacher candidates in the Music and Arts education branches of Fine Arts Department are at a good level in terms of mental, emotional and behavioural aspects.

The purpose of the present study is to examine fine arts students' attitudes towards art education based on some variables. The data were collected through the "Attitude Scale towards Art Education" developed by Ayaydin and Kurtuldu and "Personal Information Form" developed by the researcher. Cronbach's alpha reliability coefficient of the 32-item-scale is 0.90. The research consists of 234 students in the Art Teaching and Music Education Department, Faculty of Education, Fine Arts Education, Adnan Menderes University in 2017-2018 academic year. In the study, a descriptive screening model was used. Statistical analyses were performed using SPSS Version 21. Since the data were not normally distributed, differences between the groups were analyzed with the Mann-Whitney U test for comparison of 2 groups and the Kruskal-Wallis test for comparison of more than 2 groups. It was found that participants' attitude scores significantly varied with their gender, grade level, department, mothers' educational level, parents' income level and their frequency of attending art events. On the other hand, their attitude towards art education did not significantly vary based on the type of high school they graduated from, fathers' educational level, long-time neighborhood, employment status and whether or not receiving scholarship.

Learning through the fine arts possesses many benefits, yet efforts to address the arts within public schools, particularly rural schools, are insufficient. In an effort to support rural public schools in Texas, Window On a Wider World (WOWW) began providing fine arts enriched education programming in 2006 to area partner schools that serve students at the elementary grade levels. The purpose of the current study was to explore the impact of WOWW's fine arts enriched education programming on student academic achievement with state-mandated standardized assessments, as well as campus attendance rates. This study employed an ex-post facto, causal-comparative quantitative research design to analyze mean differences between WOWW partner schools and non-WOWW partner schools. Data were collected from the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years and analyzed using independent samples t-tests. Two levels of data analyses were employed, which produced four statistically significant findings among all public schools and five among rural public schools. Implications of these findings were shared, as well as limitations and recommendations for future studies.

Art emerged the moment humankind existed. Today it is seen that art exists everywhere humans do. It is essential for the future of nations that art and culture is maintained and transferred to next generations. For this reason, developed or developing nations give considerable value to the education of art and conduct studies so as to increase its quality constantly. Fine Arts High Schools which are established for this purpose aim at educating individuals who have self-confidence in society, who think and criticize. In addition, they aim at creating artistic and cultural awareness in students through Fine Arts High Schools and make contribution to the free thinking of individuals in an environment where art is produced. In this study, the opinions of 100 students chosen with convenience sampling who are enrolled at two different art schools (Nicosia Anatolian Fine Arts High School and Atatürk Vocational High School) in Northern Cyprus are consulted as regards the branch of art they are studying and an effort is paid to display where they see themselves in this field in the future. Besides, based on student opinions, an effort is paid to determine the viewpoint of Cypriot Turks towards art and recommendations are made for the development of fine arts education in Northern Cyprus with the obtained results. An evaluation of the results of the research shows that a majority of both female and male students are planning to continue with the branch of art they are studying and that they are satisfied with the education they receive. In addition, it is concluded that the expectations of the majority of students at their entrance to the art school are met and that the students have a negative perception as regards the viewpoint of Cypriot Turkish community towards art.

Education organizations have noted a gender disparity in administrative leadership. In colleges, the American Council on Education urged leaders to move the needle from having 30% to 50% of U.S. college presidents be women by 2030 (ACE, 2017). A gender inequity has also been documented in school district populations (PBS, 2016), with a majority of teachers being women, but less than a quarter serving as superintendents. Because of this historical inequity being in contrast with a call for gender equity, it is important to understand and nurture the characteristics, skills, perceptions, and practices of successful women administrators in both K-12 and collegiate settings. And yet, relatively few research studies have been completed that have described women leader characteristics and skills. Ramirez (2012) found that parent's education (i.e., both earning a 4-year degree) was associated with women becoming administrators. In terms of characteristics, Kersh (2014) found that women administrators tended to have effective short-term strategies to avoid stress, but ineffective long-term strategies, and Adusah-Karikari (2008) and Byington (2010) noted that perseverance, planning, prioritization, and determination were characteristics/skills that helped women leaders advance. Byington (2010) recommended that women administrators work at improving their life role balance by addressing such things as self-care, flexibility, and stress-guilt reflection. There is a need for additional research on women arts administrators in K-12 and college settings. Studies investigating women collegiate administrators have shown that parental background, perseverance, planning, having a supportive spouse that helps with career balance, and a supportive mentor are all aspects that may help women be successful administrators. While descriptive studies have investigated collegiate administrators, Earnhart (2015) is the only example that addresses K-12 arts administrators. While this study described Texas music administrators' perceptions of the competencies needed for successful music teacher attributes, it did not address the administrators' own backgrounds or leadership perceptions. The field of music education may benefit from the results of this study through an understanding of the variables that women arts leaders perceive as having a positive impact on leadership success. The purpose of the study was to describe the backgrounds and perceptions of women arts administrators in K-12 and higher education settings who were married and had children.

The success of an educational institution is heavily based on instructors' occupational satisfaction and their happiness at their workplace. Therefore, determining the case of the instructors' wellbeing in order to improve working standards is really important to sustain high quality in education. In this sense, this study set out to identify state of academicians in terms of their level of burnout, vigor and occupational satisfaction at a department of Fine Arts Education at Uludag University. All 42 academician participants attended the study. To determine the level of burnout and vigor, Shirom-Melamed Burnout Measure was employed, and to learn participants' occupational satisfaction levels, a questionnaire developed by authors was used. The results show that burnout and vigor have negative correlation and occupational satisfaction has negatively correlated with emotional exhaustion, which is a sub-dimension of burnout but positively correlated with physical strength, which is a sub-dimension of vigor. Moreover, it is determined that the academicians who go to the doctor less frequently have higher occupational satisfaction and the academicians who are facing health issues have higher level of burnout. The results confirm that health status significantly affects one sub-dimension of burnout, which is physical fatigue.

The purpose of this study is to examine the art literacy levels of fine arts education students. The study group consists of 111 music teacher candidate and 90 art teacher candidate, 201 students in total from Nigde Omer Halisdemir University, Fine Art Education Branch. The data of the work were collected by "Art Literacy Scale." The study was designed in a causal-comparative research model. In data analysis, "independent groups t-test technique" and "one-way variance analysis technique" were used. As a result of the study, it was determined that art literacy levels are similar in terms of department (music-picture), gender and class level change in education. In terms of the enjoyment of reading art books, it was seen that the level of using art literacy information of the individuals, the level of the need of defining information they have and the level of transferring their knowledge to performance were high, while the level of reaching art literacy information was similar. It was observed that students who liked or disliked to do research in the library had similar levels of using art literacy knowledge, transferring knowledge to performance, and attainment of art literacy information, while the level of the need of defining information they have was higher. In terms of reading frequency, those who read books daily as compared to those who read a book monthly were found to have higher levels of using their knowledge, knowledge transfer to performance and level of accessing their knowledge, while the levels of the need of defining information they have were similar.

This study examines the metaphors relating to the attitudes of students of the art painting education department towards post-graduate education and the concept of the "academician". A total of 81 students participated in the study who continues their education at a university in the Western Mediterranean Region of Turkey in the 2017-18 academic year. Of the students in the study group, 48 were female and 22 were male. This research refers to the mixed research design that combines both quantitative and qualitative data. In the collection of the data, the students were first asked to fill in the blanks in the sentence "An academician is like..., because...", for the purpose of identifying their metaphors towards the concept of "academician". Then, the attitude toward Postgraduate Education Scale, which was developed by Konokman and Alici [8] was used. The acquired metaphors were analyzed in a content analysis that is a qualitative data analysis, and the responses provided to the attitude scale were analyzed with the t-test and one-way analysis of variance, which are inferential statistics. As a result of the study, 46 metaphors were acquired for the concept of "academician", and these metaphors were gathered in 5 categories. These categories were named "guide", "information goldmine", "impressive", "fair", and "innovative". Considering the attitude toward Postgraduate Education Scale, it was determined that there was no significant difference (.35>p) between the genders of the students. A highly significant difference was found (.00

In 2020 a University of Saskatchewan Library Working Group investigated liaison librarian workloads across disciplines to help develop a clearer understanding of variance in disciplinary needs, which would then help inform equitable annual liaison assignments. This article describes the process and data used to compare liaison workloads across the health sciences, fine arts, humanities, science, and social sciences disciplines. Although the Working Group was able to formulate some general recommendations, there was uncertainty around how the COVID-19 pandemic, as well as the Library's shift to a functional organizational structure, might impact liaison librarian activities and annual assignments in the future.