Research on the Realization of Educational Functions of Urban Public Art Based on the Theory of "Situated Learning"

Abstract

Public art has emerged as a significant pathway for shaping urban cultural identity and enhancing citizens' spiritual and cultural. Unlike traditional art education, urban public art, characterized by its pervasive presence, provides the public with an open, authentic, and sustained learning environment. Framed within the "situated learning" theory and drawing on public art practices in Changchun, Jilin Province, China, as a case study, this paper examines how urban public art transforms abstract urban culture and historical contexts into tangible, experiential, and interactive scenarios through the construction of "cultural memory situations," "everyday life situations," and "interactive participation situations." Such art immersion rooted in authentic contexts effectively fosters citizens' awareness, identification with, and transmission of urban culture, thereby fulfilling the subtle yet profound functions of public aesthetic education and social cultivation. This approach serves as a crucial pathway for advancing urban spiritual civilization development and preserving historical and cultural heritage.