This study proposed a children’s digital art ability training system with artificial intelligence-assisted learning (AI-assisted learning), which was designed to achieve the goal of improving children’s drawing ability. AI technology was introduced for outline recognition, hue color matching, and color ratio calculation to machine train students’ cognition of chromatics, and smart glasses were used to view actual augmented reality paintings to enhance the effectiveness of improving elementary school students’ imagination and painting performance through the diversified stimulation of colors. This study adopted the quasi-experimental research method and designs the pre-test and post-test for different groups. The research subjects are the Grade 4 students of an elementary school in Taitung City, Taiwan. The test tools included an imagination test and an evaluation of painting performance ability. The test results of a total of 30 students before and after the experiment included the experimental group that received the children’s digital art ability training system with AI-assisted learning and 30 students in the control group that had not received the teaching were analyzed by covariance. These results were supplemented by the description and interpretation of student feedback, teachers’ reflection notes, and other qualitative data to understand the performance of the students in the experimental group in terms of imagination and painting performance.
The 21st century is the century of esthetics, and under the trend in this general environment, the United Nations Education, Scientific and Cultural Organization (UNESCO) launched a mid- to long-term esthetic education program. With the concept of esthetics being life itself, by cultivating esthetics from an early age, conducting cross-domain integration and international connections, and by connecting art with campus and daily life, it is hoped that students can be trained to experience beauty through the process of discovery, exploration, and experience starting from the curriculum, activities, and learning environment. This program also seeks to improve children’s esthetic quality and apply esthetics to their daily lives for a better life (UNESCO, 2010). Art education is a component of basic, sustainable, high-quality, and updated education. Especially as a part of extensive and comprehensive education, the importance of art can be learned from sustainable education through international organizations. As the future of education moves toward 2030, the realization of inclusive and fair quality education for all should be ensured, and lifelong learning should be promoted to achieve the educational goal of sustainable development (United Nations Educational, Scientific, Cultural Organization, 2016). New ideas are frequently presented in the innovations and inventions in science and technology in Taiwan. Through the combination of esthetic education and digital technology, more forward-looking cross-disciplinary talents can be cultivated to add value to Taiwan’s industries. Therefore, the combination of esthetic literacy and technological capabilities has become a source of national competitiveness and creativity, which is in agreement with the concept of “The Future of Education and Skills: OECD Education Framework 2030, ” as published by the Organization for Economic Co-operation and Development, OECD (2016). Civil society leaders and policy leaders in UNESCO recognize and provide art education resources as an indispensable pillar for promoting and cultivating a culture of sustainable social development (Education, 2019). Painting is one of the most common ways of practicing art, and its expression can be traced back to ancient times. Paintings help us understand how the world thinks and feels, its shapes, and how it communicates, they are the simplest and most effective way to convey visual thoughts. Paintings are interesting, easy to understand, and priceless (Makowska, 2012; Quillin and Thomas, 2015).
Painting is a universal language, and can usually be understood wherever it goes (Gilbert, 1998). It is the first way of expression and presentation invented by mankind, and it is still very effective whether as an artistic expression of reality or as a way of expressing pure imagination. People must be able to see, understand rationally, and feel emotions to master the skills that enable us to fully express our thoughts and emotions (Caranfa, 2001; Robinson, 2004). The development of technology has changed our mode of living and thinking. Technology brings convenience to human life and allows us to enjoy life while cultivating our temperament and creativity in esthetics and art activities. Therefore, painting constitutes the foundation of all artistic creation and technological development and is one of the most important research branches in colleges of architecture, engineering, and other sciences. The foundation of visual art is the performance and skills of painting, and perfection is achieved through continuous practice and dedication. Painting is the essence of the expression of artists and designers, and an effective way to communicate and think, thus, painting operates on many levels. Artists and designers must understand these differences and achieve a certain level of skill in the painting discipline (Ernest, 2006). Designers often use a lot of sketches when generating design ideas. In the first stage of the creative design process, it is particularly important to use drawings and sketches to search for alternative design plans, which has a positive effect on expanding the scope of design ideas. Researchers of design thinking regard this kind of sketching activity as a means to stimulate creative thinking, and interactions between designers and their sketches are regarded as a necessary condition for creativity in design activities (Van der Lugt, 2002). Drawing allows designers to simultaneously consider several alternative design concepts (Tovey, 1989). While the development of science and technology was originally for the benefit of human life, when technology developed to a certain extent, we began to consider the nature of human beings. The nature of human beings cannot be separated from life, life cannot be separated from culture, and culture cannot be separated from art, thus, the combination of technology and art has become an inevitable trend. Like other space construction tasks, such as module block assembly, drawings can help us to deeply understand how individuals copy each part of an array, as well as the relationship between each part, in order to construct the whole configuration (Stiles et al., 2013), thus, it is considered to be a generative learning activity that promotes student participation (Ligorio et al., 2016). Figurative drawings have long been adopted in the research field of artificial intelligence as a common related object of research and analysis from which to obtain meaningful results (Minsky and Papert, 1972). Thus, by combining Picasso’s cubism and the neoclassical style to depict images of women, this study proposed and implemented a children’s digital art ability training system based on AI-assisted learning, used smart glasses as a guided learning tool to teach drawing and color recognition, and explored the following issues:
These Everyday Toxins May Be Hurting Pregnant Women And Their Babies
Science, Technology, Engineering, Art, and Mathematics (STEAM) is a developing education model that organizes traditional academic subjects, science (S), technology (T), engineering (E), art (A), and mathematics (M) into a framework, and a comprehensive curriculum is planned according to this framework (Yakman, 2008). STEAM supporters claim that the framework increases the demand for classroom teaching innovation, and more precisely, it helps break the traditional boundaries between disciplines. The difference between STEAM and STEM lies in that the education strategy of the former is based on adding art to STEM subjects to incorporate various subjects belonging to the humanities, social sciences, and fine arts, which can make mathematics, science, technology, and engineering more attractive and appealing to students, especially those who are traditionally underrepresented in STEM subjects (Peppler and Wohlwend, 2018). The addition of these subjects emphasizes the importance of creativity in student development and learning, and is considered essential for progress and innovation (Perignat and Katz-Buonincontro, 2019). STEAM is characterized by seeking meaningful learning and stimulating students’ convergent thinking (common in STEM subjects) and divergent thinking (common in art) (Yakman and Lee, 2012). Another feature of STEAM is that it allows students to play an active, constructive, and key role in learning and promoting collaborative works (Chien and Chu, 2018; Thuneberg et al., 2018), which aims to encourage students to build personal value, self-efficacy, confidence, and impetus in technological learning (Clapp and Jimenez, 2016), explore the learning environment and connect the knowledge content of multiple disciplines (Quigley et al., 2017). STEAM has positive impacts on improving students’ interdisciplinary ability, professional interest, and learning attitude, and innovative teaching practices at different levels of education have been developed (Khine and Areepattamannil, 2019). The combination of art activities or products is intended to introduce “fun” in science classes, which can be an approach to clarify scientific concepts and show its relevance to students’ daily lives (Ozkan and Topsakal, 2020). At the same time, STEAM can improve students’ attitudes toward science (Kim et al., 2014), while simultaneously promoting creativity, innovation, critical thinking, empathy, and effective communication (Catterall, 2017; Allina, 2018).
Some studies have pointed out that the low level of preparation by teachers in designing and providing comprehensive courses are the basic obstacles of STEAM education. More specifically, teachers lack a proper understanding of the concept of curriculum integration (Radloff and Guzey, 2016), as well as the knowledge and abilities required by the different subjects of the acronyms that constituent STEAM (Shin and Han, 2011; Toma and
Science, Technology, Engineering, Art, and Mathematics (STEAM) is a developing education model that organizes traditional academic subjects, science (S), technology (T), engineering (E), art (A), and mathematics (M) into a framework, and a comprehensive curriculum is planned according to this framework (Yakman, 2008). STEAM supporters claim that the framework increases the demand for classroom teaching innovation, and more precisely, it helps break the traditional boundaries between disciplines. The difference between STEAM and STEM lies in that the education strategy of the former is based on adding art to STEM subjects to incorporate various subjects belonging to the humanities, social sciences, and fine arts, which can make mathematics, science, technology, and engineering more attractive and appealing to students, especially those who are traditionally underrepresented in STEM subjects (Peppler and Wohlwend, 2018). The addition of these subjects emphasizes the importance of creativity in student development and learning, and is considered essential for progress and innovation (Perignat and Katz-Buonincontro, 2019). STEAM is characterized by seeking meaningful learning and stimulating students’ convergent thinking (common in STEM subjects) and divergent thinking (common in art) (Yakman and Lee, 2012). Another feature of STEAM is that it allows students to play an active, constructive, and key role in learning and promoting collaborative works (Chien and Chu, 2018; Thuneberg et al., 2018), which aims to encourage students to build personal value, self-efficacy, confidence, and impetus in technological learning (Clapp and Jimenez, 2016), explore the learning environment and connect the knowledge content of multiple disciplines (Quigley et al., 2017). STEAM has positive impacts on improving students’ interdisciplinary ability, professional interest, and learning attitude, and innovative teaching practices at different levels of education have been developed (Khine and Areepattamannil, 2019). The combination of art activities or products is intended to introduce “fun” in science classes, which can be an approach to clarify scientific concepts and show its relevance to students’ daily lives (Ozkan and Topsakal, 2020). At the same time, STEAM can improve students’ attitudes toward science (Kim et al., 2014), while simultaneously promoting creativity, innovation, critical thinking, empathy, and effective communication (Catterall, 2017; Allina, 2018).
Some studies have pointed out that the low level of preparation by teachers in designing and providing comprehensive courses are the basic obstacles of STEAM education. More specifically, teachers lack a proper understanding of the concept of curriculum integration (Radloff and Guzey, 2016), as well as the knowledge and abilities required by the different subjects of the acronyms that constituent STEAM (Shin and Han, 2011; Toma and
Science, Technology, Engineering, Art, and Mathematics (STEAM) is a developing education model that organizes traditional academic subjects, science (S), technology (T), engineering (E), art (A), and mathematics (M) into a framework, and a comprehensive curriculum is planned according to this framework (Yakman, 2008). STEAM supporters claim that the framework increases the demand for classroom teaching innovation, and more precisely, it helps break the traditional boundaries between disciplines. The difference between STEAM and STEM lies in that the education strategy of the former is based on adding art to STEM subjects to incorporate various subjects belonging to the humanities, social sciences, and fine arts, which can make mathematics, science, technology, and engineering more attractive and appealing to students, especially those who are traditionally underrepresented in STEM subjects (Peppler and Wohlwend, 2018). The addition of these subjects emphasizes the importance of creativity in student development and learning, and is considered essential for progress and innovation (Perignat and Katz-Buonincontro, 2019). STEAM is characterized by seeking meaningful learning and stimulating students’ convergent thinking (common in STEM subjects) and divergent thinking (common in art) (Yakman and Lee, 2012). Another feature of STEAM is that it allows students to play an active, constructive, and key role in learning and promoting collaborative works (Chien and Chu, 2018; Thuneberg et al., 2018), which aims to encourage students to build personal value, self-efficacy, confidence, and impetus in technological learning (Clapp and Jimenez, 2016), explore the learning environment and connect the knowledge content of multiple disciplines (Quigley et al., 2017). STEAM has positive impacts on improving students’ interdisciplinary ability, professional interest, and learning attitude, and innovative teaching practices at different levels of education have been developed (Khine and Areepattamannil, 2019). The combination of art activities or products is intended to introduce “fun” in science classes, which can be an approach to clarify scientific concepts and show its relevance to students’ daily lives (Ozkan and Topsakal, 2020). At the same time, STEAM can improve students’ attitudes toward science (Kim et al., 2014), while simultaneously promoting creativity, innovation, critical thinking, empathy, and effective communication (Catterall, 2017; Allina, 2018).
Some studies have pointed out that the low level of preparation by teachers in designing and providing comprehensive courses are the basic obstacles of STEAM education. More specifically, teachers lack a proper understanding of the concept of curriculum integration (Radloff and Guzey, 2016), as well as the knowledge and abilities required by the different subjects of the acronyms that constituent STEAM (Shin and Han, 2011; Toma and
![Bug?] Price Comparison Covered The Steam Header · Issue #10 · Denis G/userstyle Flat Steam Ui · GitHub - Digital Art Books Map Soundtrack And Art Pack Free Pdf Free Download](https://i1.wp.com/user-images.githubusercontent.com/8341213/34385866-fc323dbc-eb25-11e7-837c-0bc9ae4dfc74.png?strip=all "Bug?] Price Comparison Covered The Steam Header · Issue #10 · Denis G/userstyle Flat Steam Ui · GitHub")
