Chinese porcelain as a component of the decorative and applied arts curriculum in world art culture classes

Abstract

In the modern educational paradigm, the study of world art culture goes beyond a simple chronological overview of art monuments, evolving into a complex process of shaping students' holistic understanding of the diversity of cultural codes and aesthetic systems. Decorative and applied arts, as an integral part of the material and spiritual culture of a people, occupy a special place because they are closely connected with everyday life, traditions, and the worldview of an ethnic group. However, in practice, their study is often given a secondary role compared to architecture, sculpture, and painting, which results in fragmented knowledge among students. Chinese porcelain is a unique phenomenon that, for centuries, has functioned not only as a utilitarian object or a luxury item, but also as a tool of cultural dialogue, technological innovation, and artistic expression. The problem lies in its superficial mention in standard curricula, without an in-depth exploration of its semantics, technology, and stylistic evolution. The relevance of this study is determined by the need to develop methodologies for integrating an in-depth study of this art form into the educational process. The goal is to develop in students a systemic vision of the interconnections between material, technology, form, decor, and the cultural-philosophical context. Hypothesis: comprehensive study of Chinese porcelain as a separate module within the World Art Culture course will enhance subject-specific knowledge, analytical skills, intercultural competence, and aesthetic taste. The basis of the study was a pedagogical experiment conducted with two parallel tenth-grade classes, with a sample of 54 students divided into an experimental group (EG, 27 students) and a control group (CG, 27 students) over the course of one term. In the CG, classes followed the standard curriculum with an overview of Chinese art. In the EG, an author-developed module, «The Phenomenon of Chinese Porcelain: From Technology to Symbol», was implemented, including lectures, interactive seminars, virtual excursions, and creative-research projects. Data collection methods included pre- and post-testing on aspects of history, technology, symbolism, and global influence; analysis of student works (essays and projects); and structured observation of engagement and motivation. Quantitative data were processed using methods of mathematical statistics, and qualitative data were analyzed through changes in students' attitudes. The results of the initial diagnostics showed a comparably low level of knowledge (average 17,48% in EG and 17,95% in CG), with the lowest indicators in the symbolism of décor. Final testing revealed an increase in EG to 83.60% (growth of 66,12%), compared to 30.28% in CG (growth of 12,33%). The engagement index amounted to 8,75 points in EG and 4,70 in CG. The development of cross-curricular competencies increased by 64,48% in EG (for example, creativity by 71,5%) compared to 20.25% in CG. Discussion of the results confirms the hypothesis: the module ensures comprehensive mastery of the material, increases motivation through interactivity, and develops analytical and creative skills. The synergistic effect of the method is evident in the shift from fragmented knowledge to a systemic understanding, with a strong correlation between motivation, knowledge, and competencies. The proposed model surpasses the traditional approach, proving the effectiveness of in-depth immersion in a topic for forming a holistic view of world culture. The module is recommended for implementation and adaptation to other topics in the decorative and applied arts, contributing to the education of individuals open to intercultural dialogue.