Yung Shan Hung

Exploring the Practice of Global Competency in Art and Aesthetic Education through Localogy Practice

Yung Shan Hung

Abstract:

This study explores the practice of global competency in art and aesthetic education through localogy discourses, employing a deep learning approach to bridge local culture with global perspectives. Addressing the complexities of a connected world, the research examines how art and aesthetic education foster global competencies by embedding local cultural practices. The goal is to create a framework where students’ engagement with local culture enhances their understanding of global citizenship, critical thinking, and collaboration, aligning with New Pedagogies for Deep Learning (NPDL) competencies, including character, citizenship, collaboration, communication, creativity, and critical thinking. Using a design-based methodology, the study collaborated with local high schools through three phases: planning, implementation, and reflection. In the planning phase, researchers and educators co-designed curriculum units that incorporate local cultural themes. Activities such as community-based art projects, traditional crafts, and collaborative performances connected students’ learning to their cultural heritage. This co-design process was key to ensuring that activities were both meaningful and aligned with global competency goals. In the implementation phase, students participated in experiential learning through art installations, community service, and discussions with local artists, fostering deeper cultural identity and practical skills like collaboration, problem-solving, and communication. These real-world interactions reinforced students’ abilities in global and aesthetic competencies. During the reflection phase, the research team analysed student feedback, project outcomes, and the impact on student competencies. Findings indicated that integrating local culture into art education cultivates cultural appreciation and enhances global citizenship. Students exhibited greater cultural sensitivity, improved critical thinking, and a stronger ability to connect local issues to global contexts. The study concludes that localogy serves as a critical entry point for students to build competencies relevant to the globalized world. By embedding localogy in art education, students develop a nuanced understanding of cultural identity, which underpins global awareness and empathy. Expanding art education with localogy elements can make students more adaptable, culturally aware, and ready to contribute to a diverse world. This research highlights the potential of art education to foster both cultural appreciation and global competency, offering insights into creating meaningful learning experiences.