The article discusses imitation, on which a student of applied decorative arts should work
attentively and confidently in relation to the development of an aesthetic sense, drawing conclusions
about the role of practical fine arts studies for educating creativity and culture within society. The study
was conducted among 120 high school students who participated in decorative arts workshops of three
disciplines (i.e. ceramics, textiles and metalwork) and was characterized using a mixed methods
rationale. We measured changes in aesthetic judgment and skill development using pre- and post-tests,
as well as qualitative interviews and evaluations of student projects. The students showed substantial
gains in their awareness of the diversity of artistic traditions —especially about non-Western decorative
arts. The qualitative data suggested that student understanding of beauty and design was enriched
through their engagement with the applied arts as evidenced in final projects in which students exhibited
greater aesthetic discernment, originality, and cultural awareness. This paper suggests some of the
important educational possibilities of decorative training for a fuller and fairer appreciation of taste by
students. It also shows the importance of incorporating non-Western arts traditions into the curricula of
arts education. Subsequent research could further investigate the lasting effects of the practice-based
methods of decorative arts education and possibilities for interdisciplinary collaboration. Putting the
results in context the research adds to a body of literature that supports an integrated approach to arts
education, including the significance of the decorative arts for cultural and creative learning.