The Need Analysis for Developing a Project-Based Blended Learning Model for Painting Courses in Chinese Art Education

Abstract

To bridge the gap between the demands of students and teachers in conventional art education and the realities of contemporary art practice in China, this research suggests a project-based blended learning model (PjBBL) (Version 2) for creative painting classes. The PjBBL paradigm combines online and in-person studio sessions to provide students more agency and participation in their learning and give instructors more tools to monitor and improve their students' development.

College-level art classes and art teachers participated in blended-method, qualitative, and quantitative research to assess PjBBL's efficacy. In order to examine the influence on student learning outcomes (such as technical skills, creativity, and critical thinking) and teacher satisfaction with the model, the research used pre- and post-test assessments, student surveys, and teacher interview evaluations. Across the board, the results showed that students' learning outcomes improved significantly. Further, the PjBBL model's capacity to meet the requirements of a wide range of students, promote individualization of instruction, and heighten participation in class led to greater teacher satisfaction. In conclusion, by combining traditional and new techniques, this study indicates that the PjBBL adaptation has the ability to reinvigorate art training in China. A greater dynamic, enticing, and a hit studying surroundings may be fostered with the aid of the use of PjBBL, which empowers college students and instructors.