Abstract
The article discusses imitation, on which a student of applied decorative arts should work attentively and confidently in relation to the development of an aesthetic sense, drawing conclusions about the role of practical fine arts studies for educating creativity and culture within society. The study was conducted among 120 high school students who participated in decorative arts workshops of three disciplines (i.e. ceramics, textiles and metalwork) and was characterized using a mixed methods rationale. We measured changes in aesthetic judgment and skill development using pre-and post-tests, as well as qualitative interviews and evaluations of student projects. The students showed substantial gains in their awareness of the diversity of artistic traditions—especially about non-Western decorative arts. The qualitative data suggested that student understanding of beauty and design was enriched through their engagement with the applied arts as evidenced in final projects in which students exhibited greater aesthetic discernment, originality, and cultural awareness. This paper suggests some of the important educational possibilities of decorative training for a fuller and fairer appreciation of taste by students. It also shows the importance of incorporating non-Western arts traditions into the curricula of arts education. Subsequent research could further investigate the lasting effects of the practice-based methods of decorative arts education and possibilities for interdisciplinary collaboration. Putting the results in context the research adds to a body of literature that supports an integrated approach to arts education, including the significance of the decorative arts for cultural and creative learning.