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Research on Curriculum Content and Methods in Art Education from an Interdisciplinary Perspective

Author(s)

Fang Zhangliang

Affiliation(s)

Yan'an University, Yan'an, Shaanxi, China

Abstract

This study explores the characteristics, challenges, and optimization pathways of interdisciplinary arts education from the perspectives of mathematics and computer science. The findings reveal that mathematical principles and computational technologies provide logical frameworks and technical support, thereby expanding both the forms of artistic creation and the methodologies of pedagogy. However, limitations such as monotonous curriculum content, outdated teaching approaches, and uneven resource allocation hinder the progress of interdisciplinary integration. To address these issues, this research proposes strategies including the redesign of interdisciplinary curricula, the innovation of teaching methodologies, the enhancement of faculty development, and the equitable distribution of resources. These measures aim to modernize and diversify arts education, fostering students' comprehensive creative abilities and interdisciplinary thinking, while offering practical insights for future educational advancements.

Keywords

Interdisciplinary Arts Education; Curriculum Innovation; Teaching Optimization; Resource Allocation

References

[1]Wang & Hu, (2024). Interdisciplinary art education curriculum: Innovative teaching practices combined with embodied cognition theory. Art and Design (Theoretical Edition), (3), 132–134. [2]Huang, (2022). Exploration and practice of design aesthetics courses in an interdisciplinary elective context. Research on Art Education, (21), 128–131. [3]Fu, (2024). Research on college students’ aesthetic education curriculum from the perspective of the integration of aesthetic education and innovative education. Art and Technology, 37(12), 213–215. [4]Bi,, & Nie, (2024). The theoretical logic and practical dimensions of integrated art courses in the new curriculum standards: Based on the perspective of phenomenon-based learning in Finland. Global Education Outlook, 53(1), 125–138.