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Findings show the strongest value placed on developing creativity, with comparatively lower interest in art history topics and fundamentals of formal art language. Students are drawn to contemporary themes such as graffiti, multicultural art, new media, and digital technologies, supporting future curriculum updates and comparative research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study focus on regarding the art curriculum?","Question",{"text":63,"@type":64},"It investigates grammar school students’ attitudes toward the content of art education, especially how contemporary, postmodern approaches and student-interest connections shape engagement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted and what was the sample size?",{"text":68,"@type":64},"The study uses a descriptive and causal non-experimental method with a sample of 387 students from Slovenia, Estonia, and Portugal.",{"name":70,"@type":61,"acceptedAnswer":71},"Which curriculum elements do students value most and least?",{"text":72,"@type":64},"Students value developing creativity the most, while showing less interest in art history content and learning the basics of formal art 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Zupančič*1, Annely Köster2, and Teresa Torres de Eça3  \n• The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students’ interests. The study is based on the descriptive and causal non-experimental method, with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula.  \nKeywords: art education, the art curriculum, grammar school, motivation, students’ interests  \n1 *Corresponding Author. University of Maribor, Slovenia; [tomaz.zupancic@um.si](tomaz.zupancic@um.si)  \n2 Estonian Academy of Arts and Sally Stuudio, Estonia  \n3 APECV, President of InSEA, Portugal  \nMnenja dijakov o vsebinah pouka umetnosti: primerjava med Estonijo, Portugalsko in Slovenijo  \nTomaž Zupančič*, Annely Köster in Teresa Torres de Eça  \n• V članku predstavljamo odnos dijakov srednjih šol do vsebin pouka likovne umetnosti. Najprej podamo pregled značilnosti sodobne likovneedukacije, s poudarkom na postmodernem likovnem kurikulumu in povezovanju vsebin predmeta z interesi dijakov. Raziskava temelji na deskriptivni in kavzalno-neeksperimentalni metodi. V vzorec je bilo vključenih 387 slovenskih, estonskih in portugalskih dijakov. Ugotovili smo, da dijaki najvišje vrednotijo razvijanje ustvarjalnosti. Manj sonavdušeni nad umetnostnozgodovinskimi vsebinami in učenjem osnov formalnega likovnega jezika. Privlačijo jih sodobne teme, kot so: grafiti, multikulturalnost, uporaba novih medijev, digitalna tehnologija. Izsledki raziskave nudijo možnost za nadaljnje primerjalne analize in izhodišča za posodabljanje likovnih kurikulumov.  \nKljučne besede: likovna edukacija, likovni kurikulum, srednja šola, motivacija, interesi dijakov  \nIntroduction  \nThe last thirty years have seen major changes to teaching art at the global level. The main changes have been influenced by the ideas of the postmodern visual arts curriculum (Efland, 1992; Boughton & Mason, 1999; Hickman, 2005; Hardy, 2006b), which emphasises the importance of contemporary art, visual culture and popular culture, as well as the value of connecting art education with the social, cultural and political problems of contemporary society. In accordance with the postmodern doctrine, the curriculum emphasises conceptsand ideas (Dawtrey, 1996), transcending the prevailing modernist focus on formal visual elements, grammar and language, and erasing distinctions between high and low/popular art (Boughton, 1999) . It is very open, fluid and without strict or enduring rules (Blohm, 1995). Efland (1992) provides an answer to the question of the purpose of art – and therefore also of art education – in the postmodern era. In his view,“the function of the arts continues to be reality construction. And hence we teach art to widen and deepen our understanding of the cultural landscape we inhabit”(Efland, 1992, p. 118) . The importance of contemporary art practices is emphasised by many authors (Cole, 1996; Dawe Lane, 1996, etc.), with these practices being seen as a crucial part of motivation in the classroom. Hardy (2006a) wrote: “Recent research by the National Foundation for Educational Research convincingly concludes that schools which incorporate CAP [contemporary art practice] into their curriculum see an improvement in the motivation and enthusia","cbCailYnxWuxUQaM","https://ap.wps.com/l/cbCailYnxWuxUQaM","pdf",264479,18,"English","# Introduction\n## Postmodern visual arts curriculum and its goals\n## Contemporary art practices and student motivation\n## Art education links to everyday life and society\n## Multicultural and sustainable development perspectives","[{\"question\":\"What does the study focus on regarding the art curriculum?\",\"answer\":\"It investigates grammar school students’ attitudes toward the content of art education, especially how contemporary, postmodern approaches and student-interest connections shape engagement.\"},{\"question\":\"How was the research conducted and what was the sample size?\",\"answer\":\"The study uses a descriptive and causal non-experimental method with a sample of 387 students from Slovenia, Estonia, and Portugal.\"},{\"question\":\"Which curriculum elements do students value most and least?\",\"answer\":\"Students value developing creativity the most, while showing less interest in art history content and learning the basics of formal art language.\"}]","Grammar School Students’ Opinions on the Art Curriculum - An Estonian, Portuguese and Slovenian Comparative Study | PDF",1792087763,45]