STUDYING THE WORK OF ARTISTS AS A MEANS OF FORMING ARTISTIC AND HISTORICAL THINKING AMONG STUDENTS

Miyat Dzhanaev

2025

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DOI 10.51889/3005-6381.2024.83.2.003
Data confidence 70 medium
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Abstract

In this article, will inquire about the teaching of artists' biography as productive practice, and how it enhances students' artist and historical sense-making, especially when as part of the architecture of visual art curriculum. Grounding the interpretation of artworks in life stories and socio-cultural contexts, bringing an understanding of human experience into formalist methods of looking at art, promotes a more in-depth visual literacy, critical interpretation, and cultural empathy. The analysis aims to fill the void in the empirical literature on the cognitive and emotional effects of biography-based art education. Four secondary schools, including 200 students aged 14–16, were used as quasi-experimental design. The experimental group was taught artist's biographies integrated with structured visual analysis whilst the control group was taught a formal analysis informed by visual analysis not integrated with contextualized information. Both pre- and post-tests, written essays, journals of reflection, and rubric-based assessments of formal analysis and historical interpretation were sources of data.The treatment group was found to perform significantly better than the control group, attaining higher analytical and interpretive scores, lower rates of misinterpretation, and greater narrative engagement. Subjects in the experimental group showed a more sophisticated skill in transferring visual symbols to their historical context and to experiences relevant to the life of the artists. Qualitative Information Quality of motivation and emotional involvement was reported to be significantly stronger during learning. The results validate the use of biography-informed pedagogy for the cognitive and affective dimensions of art education. Our model offers a replicable and accessible intervention that enhances rather than detracts from the content of visual arts instruction; it also augments, without undermining, a student's experience of historical literacy and cultural understanding. The article ends with a recommendation for future studies in long term effects, diversity of cultural representation and development of digital storytelling-based tools.