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Beyond Tradition: Co-Creative Critique Models as Catalysts for Independent Thinking in Chinese Art Education

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Title: Beyond Tradition: Co-Creative Critique Models as Catalysts for Independent Thinking in Chinese Art Education
Language: English
Authors: Shuai Fu (ORCID 0009-0007-3953-923X), Diankun Jiang (ORCID 0009-0001-9026-2914), Endale Tadesse (ORCID 0000-0002-4128-5992)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Art Education, Thinking Skills, Critical Thinking, Discussion (Teaching Technique), Student Centered Learning, Art Criticism, College Students, Studio Art, Innovation
Geographic Terms: China
DOI: 10.1111/ejed.70545
ISSN: 0141-8211
1465-3435
Abstract: In 2021, China ranked second globally in the art market, after the United States, leading to an increase in students' enrolment and engagement in art-related disciplines in Chinese higher education, driven by a desire to pursue their academic and professional goals. Under this premise, the limitations of art education for Chinese students are also more pronounced than those related to independent and critical thinking. The purpose of this research was to explore the potential for designing a discussion-based student-centred studio critique approach for fine art students in art universities in China. This mixed-methods study, focusing on students currently enroled at the Guangzhou Academy of Fine Arts, one of China's leading art academies, identified an urgent need to develop more open teaching models to cultivate students' innovative thinking in fine art classes at Chinese universities. Practice recommendations include policy and management changes in course content and volume, teaching methods, and stakeholders' involvement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507090
Database: ERIC
FullText Text:
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  Data: Beyond Tradition: Co-Creative Critique Models as Catalysts for Independent Thinking in Chinese Art Education
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  Data: <searchLink fieldCode="AR" term="%22Shuai+Fu%22">Shuai Fu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3953-923X">0009-0007-3953-923X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diankun+Jiang%22">Diankun Jiang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-9026-2914">0009-0001-9026-2914</externalLink>)<br /><searchLink fieldCode="AR" term="%22Endale+Tadesse%22">Endale Tadesse</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4128-5992">0000-0002-4128-5992</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Criticism%22">Art Criticism</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Studio+Art%22">Studio Art</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/ejed.70545
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  Data: In 2021, China ranked second globally in the art market, after the United States, leading to an increase in students' enrolment and engagement in art-related disciplines in Chinese higher education, driven by a desire to pursue their academic and professional goals. Under this premise, the limitations of art education for Chinese students are also more pronounced than those related to independent and critical thinking. The purpose of this research was to explore the potential for designing a discussion-based student-centred studio critique approach for fine art students in art universities in China. This mixed-methods study, focusing on students currently enroled at the Guangzhou Academy of Fine Arts, one of China's leading art academies, identified an urgent need to develop more open teaching models to cultivate students' innovative thinking in fine art classes at Chinese universities. Practice recommendations include policy and management changes in course content and volume, teaching methods, and stakeholders' involvement.
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        PageCount: 15
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      – SubjectFull: Art Education
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      – SubjectFull: Thinking Skills
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      – SubjectFull: China
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