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 American Journal of Art and Communication 

Vol.7,Issue 6;November-December-2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

  

8 | American Journal of Art and Communication 

|  https://topjournals.org/index.php/AJAC  

CULTIVATING INNOVATIVE ABILITY IN ART EDUCATION: A 

DEVELOPMENT STRATEGY FOR UNIVERSITIES 
 

 

John Paul David, Maria Isabel Garcia, Miguel Antonio Fernandez   

Philippine Christian University, Manila, Philippines  

 

Abstract: This paper discusses the cultivation of students' innovative abilities in art education in universities. The 

author argues that art education should not only focus on helping students master the basic skills of art creation, 

but also on cultivating their innovative thinking. The author then analyzes the problems in the current practice of 

cultivating students' innovative abilities in art education, and proposes some operational and targeted strategies 

and solutions. 

Keywords: art education, innovative ability, cultivation, problems, strategies  

 

 

1. Introduction  

In art classification, art is also known as plastic art, visual art, spatial art, and static art. It refers to the use of 

certain material materials, including color, paper, canvas, soil, stone, wood, metal, etc., to create two-dimensional 

or three-dimensional visual images. It is used to reflect natural and social life, and adds the subjective ideas and 

emotions of the creator. The process of artistic creation has a strong subjectivity, which tests the individual abilities 

and mood of creators. In addition to helping students master the basic skills of art creation, college art education 

also needs to clarify students' demands, enable them to master innovative thinking, and ultimately achieve the 

goal of creating new works and forming new styles[1].  

At present, there are still some problems in the practice of cultivating students' innovative abilities in art education 

in universities. Unclear teaching positioning, outdated teaching methods, and disconnect between theory and 

practice are not conducive to the comprehensive development of students. This study provides in-depth analysis 

of this issue based on long-term frontline teaching experience, and proposes some operational and targeted 

strategies and solutions.  

2. The importance of cultivating students' innovative ability in art education in universities  

Cultivating students' aesthetic and innovative abilities is the primary task and top priority of art education. Art 

education in universities, as an important component of art majors, needs to focus on cultivating students' aesthetic 

and innovative abilities in order to promote personalized development. Innovation is the soul of a nation's progress 

and the core of human society's progress. As college students in the new era, they need to possess innovative 

awareness and ability, engage in a series of activities such as thinking, observation, and operation, innovate and 

create to meet the needs of national and social development [2]. Therefore, in art education in universities, it is 

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 American Journal of Art and Communication 

Vol.7,Issue 6;November-December-2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

  

9 | American Journal of Art and Communication 

|  https://topjournals.org/index.php/AJAC  

necessary to attach great importance to the cultivation of students' innovative ability, which is mainly manifested 

in:  

2.1 Promoting the formation of artistic individuality  

Innovation is the spirit and soul of art education, which can inject more vitality and vitality into art works, and 

enable creators and viewers to achieve emotional resonance. Contemporary college students, on the other hand, 

are in a stage of active thinking and enthusiasm. They not only dare to think, observe, and explore, but also 

actively receive new ideas and things, and then engage in practical operations to showcase and express their 

personal charm. Through the cultivation of students' innovative abilities, under the guidance, guidance, and 

encouragement of teachers, students can be guided to actively accept and create, actively explore and showcase, 

which is conducive to their personalized growth and development. In this way, the seeds of innovation can be 

deeply implanted in the hearts of students. With the careful care of teachers, they can bloom and bear fruit, 

demonstrate infinite charm, and promote the formation of academic and artistic individuality.  

2.2 Promoting the improvement of aesthetic ability  

Art learning requires appreciation, appreciation, and creation. Art works mainly express themselves and subjective 

emotions, in order to form their own unique creative style and meet the goals and requirements of art education 

in universities. Through the cultivation of students' innovative ability, it can guide them to observe and think, 

communicate and explore, invisibly improving their ability to discover and appreciate beauty, and it can observe 

and think from a unique perspective with a keen eye, then innovate and create, gradually improve one's aesthetic 

ability, and ultimately improve one's overall artistic literacy.  

Through art education, students' thinking can be dispersed, and the feasibility of demonstrating 'beauty' through 

diverse means can be explored. The society as a whole is in a constantly changing state, and the vast majority of 

ideas and cognition will have certain limitations over time. Some traditional forms of artistic creation that do not 

conform to mainstream aesthetics or mainstream artistic aesthetics, as well as the way beauty is presented, may 

become popular things that the public can generally accept and give high evaluations in the new era [3]. If art, 

including fine arts, adheres to conventions in terms of creative form and presentation effects, and lacks new 

development directions, it means that the corresponding art field will inevitably decline. Based on this, in the 

process of art education in universities, teachers should actively encourage students to boldly imagine. As long as 

the overall image is presented as "beautiful" and does not cause discomfort, teachers should not easily deny it.  

3. Problems in cultivating students' innovative abilities in art education in universities  

3.1 Unclear positioning of teaching objectives  

The unclear positioning of teaching objectives refers to whether the talent cultivation goals of art education in 

universities are mainly focused on imparting theoretical knowledge of art and training skills and techniques, while 

neglecting the cultivation of students' innovative abilities, seriously hindering their comprehensive physical and 

mental development. Firstly, with the continuous expansion of enrollment in universities and the increasing 

number of students, it has led to an increase in teaching pressure. Under heavy teaching tasks, only the universality 

of teaching content and the practicality of teaching methods are emphasized, while the cultivation of students' 

innovative ability is ignored. Neglecting the guidance and penetration of students' innovative abilities in the design 

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 American Journal of Art and Communication 

Vol.7,Issue 6;November-December-2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

  

10 | American Journal of Art and Communication 

|  https://topjournals.org/index.php/AJAC  

of teaching content and the application of teaching methods. Although students possess rich art knowledge and 

superb painting techniques, they still have many shortcomings in terms of aesthetic ability, innovation ability, and 

artistic personality. Secondly, in the context of the national implementation of the innovation driven development 

strategy, many universities still use the traditional talent training system, and have not been able to reform and 

optimize the training objectives, content, methods, and other aspects in a timely manner. To meet the requirements 

of the times, improving teaching content and methods can promote the cultivation of students' innovative abilities. 

Finally, the cultivation of innovation ability is only reflected in words, and the representative phenomenon is that 

many teachers and research workers open their mouths and say "there should be innovation" and "the creative 

form should be innovative". However, there have been no corresponding changes in the evaluation criteria, and 

students have not been informed of "how to innovate" or "how to choose the direction of innovation". This 

"innovation" has almost become "formalism" and extremely lacks practical value.  

3.2 Obsolete teaching methods  

The application of teaching methods is also related to the cultivation of students' innovative abilities. At present, 

there is still a problem of outdated teaching methods in cultivating students' innovative abilities in art education 

in universities [4]. Firstly, the copying method is the most commonly used method in art education in universities, 

mainly for copying paintings in the classroom. In the process of copying, there are few opportunities for students 

to think and observe, and the guidance and guidance of innovative points are ignored. Although students' painting 

skills have been improved, their aesthetic and innovative abilities have not been improved in any way. Secondly, 

in cultivating students' innovative abilities, it is necessary for them to engage in art learning independently and 

passionately. As a course teacher, one should be adept at innovating teaching methods and means. However, in 

actual teaching, due to the heavy teaching tasks, classroom time is tight. Therefore, many teachers overlook the 

innovation of teaching methods and still use outdated methods, which is not conducive to stimulating students' 

interests and mobilizing their enthusiasm. As a result, the entire classroom is dull and boring, and students' 

enthusiasm for innovation is not high, unwilling to participate in innovation and creation.  

3.3 Theoretical and practical disconnection  

Art education in universities requires a combination of theory and practice in order to promote the comprehensive 

development of students. However, in practical teaching, there is still a disconnect between theory and practice. 

Firstly, influenced by traditional educational concepts, most university teachers and students tend to prioritize 

practice over theory, resulting in weaker students' artistic perception, aesthetic ability, and innovation ability. 

Therefore, in artistic creation, many students fail to actively discover, be good at receiving, and have the courage 

to create, resulting in a serious lack of innovation and creativity. Secondly, university teachers neglect the 

guidance and guidance of innovative abilities in art practical teaching. In addition, the entire class time is limited, 

and classroom exercises and after-school training are not properly allocated, resulting in poor students' ability to 

learn independently. The construction of practical training bases is relatively limited, which cannot achieve the 

development of students' personalized abilities.  

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 American Journal of Art and Communication 

Vol.7,Issue 6;November-December-2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

  

11 | American Journal of Art and Communication 

|  https://topjournals.org/index.php/AJAC  

4. Strategies for cultivating students' innovative abilities in art education in universities  

4.1 Clear teaching positioning  

In the context of the new era, universities must first clarify the positioning of art education in order to cultivate 

high-quality talents that the country and society need. Firstly, the leadership and professional teachers of 

universities should keep up with the development of the times, actively participate in learning and training, 

actively change their own ideological concepts, and improve the teaching ability and professional level of 

teachers. Not only should we attach importance to imparting students' theoretical knowledge of art and training 

them in painting skills and techniques, but we should also focus on cultivating students' aesthetic taste, innovative 

ability, and good moral cultivation, with the improvement of students' comprehensive quality as the teaching goal 

and core. At the same time, emphasis should be placed on cultivating students' innovation ability and free 

creativity in order to achieve positive development in future job positions. Secondly, cultivating students' ability 

to discover, appreciate, and create beauty is the focus of art education in universities. In the adjustment of teaching 

positioning, whether it is teaching objectives, teaching content, curriculum design, or teaching methods, the above 

three contents must be reflected. In the implementation process of art education, the focus is on cultivating 

students' innovative awareness and creative ability, and encouraging personalized development of students. 

Finally, universities need to conduct research on industry positions and students' individual potential. Then, based 

on the characteristics of art education and in line with the actual needs of society, adjust the teaching positioning. 

From guiding students to establish a correct artistic perspective, to learning with innovative awareness and 

creative thinking, gradually guiding them to break free from various constraints, dare to explore and create 

independently, thereby improving students' comprehensive abilities and meeting the needs of society and job 

work.  

4.2 Improving teaching methods  

In art education in universities, we should comply with the requirements of the times, continuously improve 

teaching methods, guide students to actively innovate and create in viewing, thinking, and experiencing, and 

achieve the integration of knowledge and skills learned.  

4.2.1 Cultivating in work appreciation  

Appreciation of works is the first step in art education, which is the process of understanding thoughts, emotions, 

and other aspects. In this stage, teachers need to do a good job in guiding and appreciating the content and form 

of expression, and then carry out innovative creation. As art teachers in universities, you can choose art works 

that showcase innovative themes and then use multimedia courseware to showcase them to students. Next, provide 

students with sufficient time and opportunities to guide them in viewing, thinking, communicating, and 

experiencing, comprehend the innovation in the content and form of the work, and explore the ideological, 

emotional, and thematic values within it. Finally, in art creation, it also integrates its own thoughts, emotions, and 

other aspects, launching innovation and creation in art. For example, Lang Shining's "Hundred Steeds Painting" 

combines Chinese and Western painting techniques, which is an innovative expression and reveals the author's 

thoughts and emotions. In the appreciation and exchange of works, innovation permeates invisibly, and then 

guides students to dare to learn and actively showcase.  

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 American Journal of Art and Communication 

Vol.7,Issue 6;November-December-2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

  

12 | American Journal of Art and Communication 

|  https://topjournals.org/index.php/AJAC  

4.2.2 Infiltration in on-site creation  

Whether it is sketching, watercolor, oil painting, wood carving, clay sculpture, etc., in the process of students' art 

creation, timely infiltration of innovation ability is encouraged, and students are encouraged to actively innovate 

and freely create. In terms of themes, content, and techniques, innovative highlights are reflected. In actual 

teaching, teachers need to teach according to their aptitude and teach according to the individual differences of 

students. Propose different guidance methods based on different themes and content. In the teaching of character 

painting, in order to draw characters' personalities, expressions, etc., it is necessary to combine their living 

environment, personal experience, and integrate their own ideas and emotions for innovation, in order to make 

the characters lifelike. Teachers can use comparative teaching methods or on-site observation methods to compare 

works that incorporate innovation with those that do not; and observe excellent art works, constantly instill 

innovative awareness in the teaching guidance process, and fully mobilize students' creative enthusiasm. In 

landscape painting, it is also necessary for teachers to permeate innovative consciousness in the theme, content, 

and techniques. Firstly, guide students to boldly conceive, engage in thinking and imagination; next, based on 

actual life, determine the theme and content; Finally, apply the knowledge and skills learned, inject innovation 

awareness, create their own world, and invisibly cultivate students' innovation ability. In the production of wood 

carvings, clay sculptures, etc., students are encouraged to collect materials from life and nature, innovate and 

create, and closely integrate innovation with art education.  

4.2.3 Improvement in mining affirmation  

Every student has innovative abilities that require the exploration and affirmation of teachers. As art teachers in 

universities, it is necessary to actively explore students' innovative abilities, and then provide affirmation and 

support, encouraging students to innovate boldly and freely, in order to enable students to have innovative abilities 

in their learning, life, and future work. In practical teaching, teachers should leave ample opportunities for students 

to appreciate, think, communicate, and explore, and then encourage students to boldly discover and showcase 

themselves, highlighting their own strengths and advantages. Then, it is up to teachers to explore, recognize, and 

support, provide opportunities for practical exercise, mobilize students' enthusiasm for innovation, dare to win 

new and innovative awards in art creation, highlight individuality, and deeply embed innovation in students' 

hearts.  

4.3 Integrating theory with practice  

The close integration of theory and practice is an inevitable trend in the reform of art education in universities, 

and it is also an effective way to cultivate students' innovative ability. As leaders and professional teachers in 

universities, it is important to actively integrate theory and practical courses, allowing students to experience, 

think, and innovate, ultimately achieving comprehensive development. Firstly, in the teaching of art theory, it is 

necessary for art teachers in universities to pay attention to students' practical experiences, and use modern 

teaching methods to develop aesthetic and innovative abilities through practical experiences through teaching 

methods such as audio and video. For example, in the explanation of art theory knowledge and in the teaching of 

other art literacy courses, guide students to dare to think and communicate, explore and experience. Gradually 

transform students' ideological concepts, enhance their innovation awareness and passion for art creation. 

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 American Journal of Art and Communication 

Vol.7,Issue 6;November-December-2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

  

13 | American Journal of Art and Communication 

|  https://topjournals.org/index.php/AJAC  

Secondly, in art practice teaching, it is necessary to focus on the infiltration of art knowledge and the appreciation 

of art works, and then encourage students to express their own perceptions, experiences, and other aspects. Next, 

dare to boldly think and imagine, apply the knowledge and skills learned, and actively engage in artistic innovation 

and creation. Through the combination of theory and practical teaching, it continuously stimulates students' 

innovative spirit, cultivates their aesthetic taste, and enhances their artistic cultivation. Finally, incorporate 

innovative and creative abilities into the evaluation system of art education curriculum, and through assessment 

from both theoretical and practical perspectives, it attracts the attention of university students and enables them 

to actively participate in innovation and creation.  

5. Discussion  

The article mainly explores from the perspective of art education. The education that focused on art knowledge 

and skills in the past has been difficult to adapt to the development of the new era, and now the education reform 

has put forward higher requirements for art education [5]. Art is constantly evolving, and many classic works of 

art are innovations based on previous works. So, when teaching art, teachers should not only impart knowledge, 

but also enhance students' creative awareness. As students age, their creative thinking significantly increases and 

they gradually develop the ability to think independently. In the classroom, teachers should respect students' ideas, 

encourage them to think from different perspectives, and break free from conventions. Art is full of a sense of 

freedom, and many artists have emerged in modern times. They have broken through the constraints of tradition 

and enriched the form and content of art. Students should first form a holistic understanding of art when learning, 

and then innovate on the basis of existing knowledge. During this period, teachers should guide students to unleash 

their imagination and avoid being trapped by rigid thinking. At the same time, they should respect students, give 

them space for independent thinking, and enable them to continuously innovate in a relaxed and pleasant 

environment. Art education in universities plays a crucial role in cultivating students' aesthetic ability, creativity, 

and innovative consciousness.  

Art is a category of visual art that combines material and spiritual elements. In modern life, art not only exists in 

art museums, galleries, and other places, but also permeates various aspects of people's lives. Art education is not 

simply about teaching knowledge and skills, but about cultivating students' core competencies, enabling them to 

develop aesthetic abilities and gain an artistic perspective to observe the world. Artists are influenced by society 

and family to express their thoughts and emotions through art works, which reflect the development of society 

and the times. In the process of art education, students will not only feel the charm of visual art, but also feel their 

own life value, which will affect their future development [6]. Therefore, art education has the functions of 

aesthetics, teaching, cognition, and communication at the same time. Although the focus of various functions 

varies, they can all be reflected through aesthetics. Therefore, the social function of art teaching is strong, which 

is of great significance for improving students' aesthetic literacy, inheriting traditional culture, and promoting 

economic development.  

6. Conclusion  

In summary, in art education in universities, the focus is on cultivating students' innovative awareness and creative 

ability, promoting their comprehensive development. So in future teaching, we can gradually cultivate and 

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 American Journal of Art and Communication 

Vol.7,Issue 6;November-December-2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJAC; mail: topacademicjournals@gmail.com 

 
 

 

  

14 | American Journal of Art and Communication 

|  https://topjournals.org/index.php/AJAC  

enhance students' innovation ability by clarifying teaching positioning, innovating teaching methods, and 

combining theory with practice, guiding students to dare to innovate and create freely, and ultimately improving 

their comprehensive abilities.  

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Kerry T. Creative performances and gifted education: Studies from art education [J]. Australasian Journal of 

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