A Case Study of the Implementation of the Art Appreciation Course in Chinese University General Education

Previous studies on art appreciation have commonly been identified within specific contexts within art education universities, and they have been relatively sparse regarding studies of art appreciation courses within the context of general education, especially in the Chinese general education context, which has a different mission and vision. This study examined how Chinese art teachers and students perceive the implementation of the art appreciation course (AAC), including any significant differences in perception, intended learning outcomes, teaching methods currently applied, challenges, and strategies for addressing these challenges in implementing the art appreciation course (AAC). The study employed a sequential explanatory design (mixed-methods), combining a survey with 450 art teachers from Chinese University General Education (UGE) and 440 students who learned American Sign Language (ASL), as well as in-depth interviews with 12 ASL teachers. The findings indicated that four of the five dimensions of AAC implementation observation —namely, Orientation, Structure, Learning Program, Learning Materials, and Curriculum, as well as student-teacher interaction — exhibit notable variations in perception. Furthermore, the teaching methods being used in the AAC of Chinese University General Education serve to enhance student engagement and optimize learning outcomes. Instructional approaches play a crucial role in enhancing student involvement and improving academic achievement.