Abstract
This paper proposes a forward-thinking pedagogical framework for teaching Chinese bronze art, replacing traditional rote memorization and rigid grading systems with the principles of ungrading—focusing on intrinsic motivation, self-reflection, and experiential learning. By moving beyond static assessments, the approach embraces hands-on object study, 3D modeling, collaborative inquiry, and AI-aided contextualization to create a dynamic, interactive learning environment. For example, students might use AI tools to simulate ancient casting techniques, generate stylistic comparisons, or explore how bronzes evolved across historical contexts. These methods encourage students to engage with Chinese bronze art as living cultural narratives, rather than as disconnected historical artifacts. Drawing on classroom experiments, the paper illustrates how this approach fosters deeper critical thinking and meaningful connections between ancient material culture and contemporary global debates. By prioritizing process over performance, the framework aligns with ungrading’s broader goals: decoupling learning from performative assessment and reclaiming the transformative act of close observation. Students are encouraged to think critically, collaborate creatively, and reflect on how historical objects remain relevant to modern conversations about cultural identity, technology, and artistic innovation. Ultimately, this paper envisions a future where technology and pedagogy work together to make the study of Chinese art history an active, evolving discipline. Rather than mastering a fixed canon, students become participants in a broader dialogue, reimagining how art history can inform and inspire critical engagement with the world around them.
Presenters
Peng PengAssociate Professor, Department of Fine Arts, Chinese University of Hong Kong, Hong Kong
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Modeling Life Systems: Art, Algorithms, Ecologies
KEYWORDS
Ritual Bronzes, Reflective Learning, Art History, Pedagogies, AI Tools
