The Application of Participatory Public Art in University Public Art Education
DOI:
https://doi.org/10.5281/zenodo.17514779Keywords:
Participatory Public Art, University Public Art Education, Collaborative Creation, Aesthetic Competence, Comprehensive Literacy, Teaching Practice.Abstract
Participatory public art emphasises the joint participation of artists, students, and the public. This study aims to explore the application paths and educational value of participatory public art in university public art education. Drawing on literature analysis and international representative case studies, the study examines the characteristics and practical model of university teaching. The study found that participatory public art exhibits unique social and practical advantages in art education, effectively promoting the comprehensive improvement of students' aesthetic experience, creativity, teamwork, and emotional expression. This model enhances the public art curriculum in universities, providing students with a platform for in-depth artistic practice. Its significance lies in the fact that through collaborative creation, students can better understand the relationship between art and society, thereby enhancing their comprehensive qualities, such as artistic appreciation, teamwork, and social engagement.
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