My consistent concern has been how to change the fixed notion in society that regards art as something isolated and reserved for the "cultured" few. John Dewey's Art as Experience, a theory of art that sees the origin of art as a life-sustaining impulse, was precisely the answer to my concern. Art lies not within the possession of portraits of musicians like Bach and Beethoven in the school music rooms; rather, art is something that every human being possesses as an impulse to create from the moment they are born into the world. Based on Dewey's theory of occupation, which is rooted in everyday experience, I formulated the idea of "artistic construction activity" as an educational method to continuously develop everyday experience, starting from impulse, into artistic experience. This serves as the link between Dewey's theories of education and art.
Contents

preface
Introduction: The Age of Artificial Intelligence and Artistic Education

1 The Concept of Occupation as an Educational Method
An overview of occupation
The concept of occupation as an educational method

2 The Connection Between Artistic Experience and Occupation
Essence, methodological principles, and structure of artistic experience
Continuity from occupations to artistic experience

3 A Theory of Artistic Construction Activity Based on the Concept of Occupation
Essence methodological principles of artistic construction activity
Structure of artistic construction activity

4 An Activity Model and Practice of Artistic Construction Activity
An activity model for artistic construction activity
Example of activity model in practice

5 Typical Artistic Construction Activities
Music-making
Song-writing
Instrument-making
Graphic score-making

Conclusion: The Significance and Prospects of Artistic Construction Activity
Significance and challenges of artistic construction activity in school education
Prospects for artistic construction activity in the age of AI

REFERENCES

ABOUT THE AUTHOR