Evaluation of the Teaching Model Innovation and Inheritance Effectiveness of Arts and Crafts Skills Entering Schools under the Concept of Living Heritage
Main Article Content
Abstract
The integration of arts and crafts skills into school curricula faces challenges such as weak connection between teaching content and craft practice, insufficient teacher training, and lack of specialized pedagogical models. Under the concept of living heritage, this study examines 480 students from eight primary and secondary schools and implements a four-stage teaching model covering experience, immersion, innovation, and evaluation. The methods include school-based curriculum design for skill transmission, integration of teacher-apprentice co-creation with contextual learning, digital handcraft simulation and digital work-process archives, and quantitative assessment using inheritance ability questionnaires and work innovation scores. The results show that students in the experimental group achieve a 42.6% improvement in skill mastery, a 38.4% higher work innovation score than the control group, and a 36.7% increase in cultural understanding. Teacher-student interaction frequency and classroom satisfaction also improve significantly. The concept-driven teaching approach enhances student motivation, supports skill innovation, and promotes sustainable transmission of arts and crafts in educational settings, including textile-related craft education.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Zulfiah Larisu L A, Sifatu W O,Jopang.Opportunities, Obstacles, and Solutions for Kolosua Craftswomen’s Weaving Skills in Morobea Village, Konawe Kepulauan Regency[J].International Journal of Research and Review, 2024, 11(11):402-408, doi: 10.52403/ijrr.20241138.
Y. Yao, “Analysis of innovative strategies for junior high school art teaching models,” Digital Design, vol. 9, no. 10, pp. 293-293, 2020.
D. Tang, “Exploring Innovative Approaches to Art Teaching that Integrates Rosewood Culture and Calligraphy,” Art & Technology, vol. 38, no. 16, pp. 217-219, 2025.
D. Wu, “Innovative Thinking on Junior High School Art Teaching in the Network Information Age,” China New Communications, vol. 26, no. 11, pp. 236-238, 2024.
K. Ma, “Exploring Innovative Models of Primary School Art Teaching under the Background of Information Technology,” China New Communications, vol. 26, no. 18, pp. 233-235, 2024.
D. V. Dincă, “Creative Innovations in Teaching of Art,” Învăţământ, Cercetare, Creaţie, vol. 9, no. 1, pp. 41-50, 2023.
Z. Ma, J. Guan, and R. Li, “Research on innovative teaching mode of art education in the age of convergence of media,” International Journal of Emerging Technologies in Learning (iJET), vol. 16, no. 2, pp. 272-284, 2021, doi: 10.3991/ijet.v16i02.18235.
X. Zhang, “Innovation of art design education in the new era,” International Journal of Emerging Technologies in Learning (iJET), vol. 16, no. 15, pp. 168-180, 2021, doi: 10.3991/ijet.v16i15.24889.
N. Ursu, I. Hutsul, S. Luts, I. Paur, and T. Takirov, “Innovative technologies in teaching art disciplines in educational institutions,” Journal of Educational Technology Development and Exchange (JETDE), vol. 17, no. 1, pp. 239-255, 2024, doi: 10.18785/jetde.1701.14.
Boyd D.The legacy café-the holistic benefit of reviving lost arts, crafts and traditional skills through an early childhood intergenerational sustainable skills project[J].Education 3-13: International Journal of Primary, Elementary and Early Years Education, 2020, 48(2):14, doi: 10.1080/03004279.2019.1603247.
V. Pishchanska, A. Altukhova, Y. Prusak, N. Kovmir, and A. Honcharov, “Gamification of education: innovative forms of teaching and education in culture and art,” Revista Eduweb, vol. 16, no. 2, pp. 119-133, 2022, doi: 10.46502/issn.1856-7576/2022.16.02.8.
N. Wannapiroon and P. Pimdee, “Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment,” Education and Information Technologies, vol. 27, no. 4, pp. 5689-5716, 2022, doi: 10.1007/s10639-021-10849-w.