Construction and Implementation of a Project-Based Practical Teaching Model for Arts Talent Development under the New Liberal Arts

Zhuo Wu; Xiaoxi Fan; Kunyu Wang

doi:10.70088/ym2ctp79

Authors

Zhuo Wu College of Arts, Sichuan University, Chengdu, China Author
Xiaoxi Fan College of Arts, Sichuan University, Chengdu, China Author
Kunyu Wang College of Arts, Sichuan University, Chengdu, China Author

DOI:

https://doi.org/10.70088/ym2ctp79

Keywords:

project-based learning, arts education, new liberal arts, talent development, practical teaching, higher education

Abstract

The rapid advancement of the New Liberal Arts initiative in China has necessitated a fundamental rethinking of pedagogical frameworks within arts education. Traditional lecture-based instruction, while effective for knowledge transmission, often falls short in cultivating the interdisciplinary competencies, creative problem-solving abilities, and collaborative skills demanded by contemporary cultural industries. This study proposes, constructs, and systematically implements a project-based practical teaching model specifically designed for arts talent development within the New Liberal Arts paradigm. The model integrates authentic, real-world projects into the curriculum, requiring students to engage in cross-disciplinary teamwork, iterative design processes, and reflective practice. Drawing on constructivist learning theory and experiential education principles, the framework was piloted over three academic semesters with undergraduate students enrolled in the College of Arts at Sichuan University. Data were collected through mixed methods, including student performance assessments, portfolio evaluations, structured surveys, and semi-structured interviews with both students and faculty mentors. Findings indicate that the project-based model significantly enhanced students' practical competencies, creative confidence, and capacity for interdisciplinary collaboration compared to conventional instructional approaches. Furthermore, the model fostered stronger connections between academic training and industry expectations, thereby improving graduate employability. This paper details the theoretical underpinnings, structural design, implementation procedures, and evaluative outcomes of the proposed model, offering a replicable framework for arts educators seeking to align their curricula with the objectives of the New Liberal Arts reform.

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