©2019 WORLD CHINESE ART EDUCATION ASSOCIATION 世界华人美术教育协会

THE HISTORY

Phase One: Cross-Strait Art Education Association 1999-2006

Dr. Ann Kuo

Founder of the Association

Photo Credits: Dr. Michael Day

In the late 90’s, after the communication channels across the straits just opened up, Dr. Ann Kuo, who came from Taiwan, realized there should be an organization to promote art education collaborations across the straits. She zealously sought and planned the development of a platform for Chinese art educators to share and exchange ideas in the arts.  

“Cross-Strait Art Education Association” was born. 

 

The mission of Cross-Strait Art Education Association is:

 

1. to establish a platform for art education for Chinese art educators;

2. to combine the efforts of the four regions cross-straits;

3. to strengthen foundations in primary and secondary art education; 

4. to apply research methods from the East and the West;

5. to promote high quality research in art education.

Phase Two: World Chinese Art Education Association from 2008 -- present

Since many Chinese participants came from all over the world to attend the Cross-Strait Art Education Association Symposium, the 2006 committee suggested changing the name of association to “The World Chinese Arts Education Association”.

 

The new mission for the association promotes inclusive art education with global perspectives.

HIGHLIGHTS FROM PAST CONFERENCES

2015 5TH WCAEA SYMPOSIUM , SHANGHAI

EAST CHINA NORMAL UNIVERSITY
NOVEMBER 15 TO 17, 2015

POST CONFERENCE WITH INVITED SPEAKER DR. TOM ANDERSON

MOVING FORWARD

NINGBO UNIVERSITY WILL HOST 2017 6TH WORLD CHINESE ART EDUCATION SYMPOSIUM

2013 4TH WCAEA SYMPOSIUM, GUANGZHOU

GUANGZHOU ACADEMY OF FINE ARTS
NOVEMBER 16-18, 2013

THEME:
Synthesis, Interaction, Innovation

4TH WCAEA SYMPOSIUM
MASTER WORKSHOP WITH DR. MICHAEL PARSONS

TITLE: INTERPRETING CONTEMPORARY ARTWORKS

This workshop is about the principles of interpreting contemporary artworks/visual images and of teaching them in schools. It will focus mostly on interpreting works from other cultures and will be interactive in nature. 
We will compare two educational approaches to the discussion of visual images. The older one was called “criticism” and it divided criticism into four stages. The last stage was “evaluation” of the work discussed. A more contemporary approach is called “interpretation” and focuses on meaning, rather than evaluation.

 

4TH WCAEA SYMPOSIUM
MASTER WORKSHOP WITH DR. ENID ZIMMERMAN & DR. YICHIEN COOPER

TITLE: UNDERSTANDING CONCEPTUAL FRAMEWORKS FOR ART EDUCATION RESEARCH AND PRACTICE

Conceptual frameworks are used in research studies to set forth interconnections among concepts presented in a significant body of inquiry. Conceptual frameworks can take form graphically as maps or diagrams and as written narratives focusing on interrelated concepts based on existing systems or relationships embedded in well-established theories. A conceptual framework, as integral part of any research design, usually is established before an inquiry commences and supports and informs a study under consideration. It is constructed by a researcher from existing bodies of inquiry that enable finding links between associated literature and an inquirer’s own research goals. Once a study is complete then a conceptual framework can be consulted as to whether an inquiry aggress with, disagrees with, or adds new connections among the concepts found in the originating conceptual framework. As a result of their studio art backgrounds, their abilities to render ideas visually, and their participation in contemporary visual culture, art education researchers and practitioners are unique positions to create graphic, conceptual frameworks along with traditional written explanations. In this workshop, observations about the use of conceptual frameworks in art education research will be introduced, exemplars from art education research studies will be presented, and participants will be engaged in discussion and activities about understanding these frameworks. The concluding activity in the workshop will involve participants breaking into small groups and creating a conceptual framework from the same literature abstract that, when completed, will be contrasted and compared across groups.

MASTER CLASS WITH DR. BERNARD DARRAS

TITLE: " DRAWING AT SCHOOL: ART OR COMMUNICATION?"

This workshop is specifically designed for teachers who are concerned by children's drawing skills and practices development. Based on graphic experiments and case studies, we will examine the bases of graphic communication and its evolution through the process of learning; especially how they have evolved simultaneously as a human means of communication, a technique to express visual thinking, but also as tools for research, creativity, and cooperation.This functional and communicative approach will be confronted to the typical goals of arts education in the aesthetic, the practices, and the Art knowledge fields. Through discussions and debates, participants will explore the constraints and paradoxes of the goals of art education curriculum and formulate possible solutions.

MASTER CLASS WITH DR. PAT VILLENEUVE

TITLE: MUSEUM LABEL WRITING AS AN EXAMPLE OF CONSTRUCTIVIST TEACHING

This master class welcomes students and faculty who are interested in constructivist teaching or art museum practice (or both).  Constructivism is a modern epistemology, or set of ideas about how people learn, that holds that individuals construct their own knowledge based on their prior knowledge and experiences. The presenter will briefly discuss constructivist ideas and juxtapose them with a traditional view of knowledge transmission from the teacher to the student. To model constructivist teaching, the presenter will share a label-writing activity from her museum education class. Participants will then have an opportunity to try the label-writing activity or consider how they might incorporate constructivist techniques in their teaching. Participants should expect to be actively engaged in this master class. The atmosphere will be informal, and there will be discussion, questioning, and reflection, rather than lecturing.

2012 3TH WCAEA SYMPOSIUM, HANGZHOU

China Academy of Art

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2010.jpg

2010 NANJING

Nanjing Normal University.

2008 THE 1ST WCAEA SYMPOSIUM, BEIJING

In 2008,  the 1st World Chinese Arts Education Symposium took place in Beijing China Central Academy of Fine Arts. Dr. Bernard Darras of Université Paris I - Panthéon-Sorbonne, France and Dr. Lourdes Samson of Miriam College, Philippines were the pioneers to anchor solid cornerstones for the association’s internationalization.