Home > Published Issues > 2025 > Volume 11, Number 4, 2025 >
IJLT 2025 Vol.11(4): 202-211
doi: 10.18178/ijlt.11.4.202-211

Experiential Art Education for Secondary School Students

Le Vu Anh 1,* and Pham Minh Hung 2
1. Nghe An College of Culture and Arts, Vinh, Nghe An, Vietnam
2. College of Education, Vinh University, Vinh, Nghe An, Vietnam
Email: vule.lemoine@gmail.com (L.V.A.); hungpm@vinhuni.edu.vn (P.M.H.)
*Corresponding author

Manuscript received November 17, 2024; accepted April 10, 2025; published July 29, 2025.

Abstract—Art education plays an important role in secondary schools, contributing to the harmonious development of students' moral, intellectual, physical, and aesthetic capacities. Experiential art education for secondary school students essentially involves using experiential activities as a pathway or means to educate students in the arts. This study surveys the current state of art education in 23 secondary schools across eight districts/towns/cities in Nghe An province, with 1,537 participants, including principals, vice-principals, and teachers. Based on theoretical research and the survey of the current situation, this paper proposes three measures to enhance the quality of art education for secondary school students through an experiential approach: (1) developing integrated art education themes for secondary school students; (2) innovating art education methods for secondary school students; and (3) diversifying the pathways for art education for secondary school students.
 
Keywords—art, art education, integration, integrated art education approach, secondary education

Cite: Le Vu Anh and Pham Minh Hung, "Experiential Art Education for Secondary School Students," International Journal of Learning and Teaching, Vol. 11, No. 4, pp. 202-211, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).