A Comparative Study of Traditionalism and Humanism For Offering Eighth-Grade Illustration Education: Towards an Integrated Model

Document Type : Original Article

Authors

1 Organizational Affiliation:M.A. in Philosophy of Art, Faculty of Art and Architecture, Bu-Ali Sina University, Hamadan, Iran

2 :Assistant Professor, Department of Art Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

10.48310/mtt.2026.4913

Abstract

Background and Aim:This study A Comparative Study of Traditionalism and Humanism For Offering Eighth-Grade Illustration Education: Towards an Integrated Modeln, Method. using action-based workshops and targeted technical interventions to enable creative intent. Findings While the curriculum emphasizes humanistic goals like creativity, it lacks structured technical training, creating a practical disconnect. To address this, an action-based workshop was conducted using the short story The Secret of the Green Forest. Students initially engaged in free, humanistic drawing, which sparked ideas but revealed technical obstacles in depicting space, expression, and composition. At these critical "golden moments," targeted, brief technical interventions (e.g., basic perspective or facial drawing) were introduced. Analysis of student work before and after showed these mini-lessons did not hinder creativity but empowered it, allowing students to better realize their visions. The findings demonstrate that the two approaches are not opposed but complementary. We propose a cyclical integration model where Humanism drives creative intent and Traditionalism provides actionable skills at key points of need. The teacher's role thus shifts to a diagnostic facilitator who identifies learning opportunities and delivers precise technical support. Conclusion This model moves beyond the false dichotomy of skill versus expression, advocating for a balanced pedagogy that cultivates both technical proficiency and authentic personal voice in young visual storytellers.

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History

  • Receive Date: 15 May 2026
  • Accept Date: 15 May 2026

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