An Interactive Approach to Learning and Teaching in Visual Arts Education
Keywords:
art creativity, general and specific (visual arts) teaching methods, interactive teaching and learning, visual arts abilities and skills, visual arts knowledge, teaching strategies
Abstract
The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1) knowledge and understanding of visual arts terms, (2) abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3) creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school.
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References
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Pavlou, V., & Kambouri, M. (2007). Pupils’ attitudes towards art teaching in primary school: an evaluation tool. Studies in Educational Evaluation, 33(3), 282-301.
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Tomšič Čerkez, B. (2004) Likovni materiali in tridimenzionalne predstavitve prostora [Art materials and three-dimensional presentations of space]. Likovna vzgoja, 5/6(27–8), 25-37.
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Van Dijk, L. A., & Jochems, W. M. G. (2002). Changing a traditional lecturing approach into an interactive approach: Effects of interrupting the monologue in lectures. International Journal of
engineering education, 18(3), 275-284.
Van Dijk, L. A., van den Berg, G. C., & van Keulen, H. (1999). Using active instructional methods in lectures: a matter of skills and preferences. Innovations in education and training international, 36(4), 260-272.
Vodič kroz Hrvatski Nacionalni Obrazovni Standard za osnovnu školu (2005). Zagreb: Ministarstvo znanosti, obrazovanja i športa Republike Hrvatske.
Weisberg, R. W. (1993). Creativity: Beyond the myth of genius. New York: Freeman.
Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382-399.
Zimmerman, E. (2010). 2010 Lowenfeld Lecture Creativity and Art Education: A Personal Journey in Four Acts. Art Education, 63(5), 84-94.
Županić Benić, M. (2011). Uloga učitelja u komunikaciji djeteta s likovnim djelom. In A. BalićŠimrak (Ed.), Umjetničko djelo u likovnom odgoju i obrazovanju (pp. 144-157). Zbornik umjetničkoznanstvenih skupova 2009-2011. Zagreb: ECNSI Zagreb, Učiteljski fakultet Sveučilišta u Zagrebu.
Apperson, J. M., Laws, E. L., & Scepansky, J. A. (2008). An assessment of student preferences for PowerPoint presentation structure in undergraduate courses. Computers & Education, 50(1), 148-153.
Auster, E. R., & Wylie, K. K. (2006). Creating active learning in the classroom: A systematic approach. Journal of Management Education, 30(2), 333-353.
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260.
Batič, J. (2014). Implementing Change in Architectural Design in Elementary School Art Education in Slovenia. International Journal of Art & Design Education, 33(1), 130-140.
Berce Golob, H. (1990). Metode likovno – vzgojnega dela v osnovni šoli na področju slikarstva. Doctoral dissertation. Ljubljana: Akademija za likovno umetnost in oblikovanje.
Black, J., & Browning, K. (2011). Creativity in Digital Art Education Teaching Practices. Art Education, 64(5), 19-34.
Burton, J. M. (2000). The configuration of meaning: Learner-centered art education revisited. Studies in Art Education, 41(4), 330-345.
Craft, A. (2001). Creativity in Education. London: Continuum.
Duh, M., Zupančič, T., & Čagran, B. (2014). Development of Art Appreciation in 11–14 year‐old Students. International Journal of Art & Design Education, 33(2), 208-222.
Efland, A. D. (2002). Art and Cognition: Integrating the Visual Arts in the Curriculum. New York/Reston: Teachers College Press, Columbia University and National Art Education Association.
Huitt, W. (2003). A transactional model of the teaching/learning process. Educational Psychology Interactive. Retrieved 03.10.2012 from http://www.edpsycinteractive.org/materials/tchlrnmd.html
Jagodzinski, J. (2009). Beyond aesthetics: Returning force and truth to art and its education. Studies in Art Education, 50(4), 338-351.
Jenkins, E., Queen, A., & Algozzine, B. (2002). To block or not to block: That’s not the question. The Journal of Educational Research, 95(4), 196-202.
Karlavaris, B. (1991). Metodika likovnog odgoja 1. Rijeka: Hofbauer p.o.
Karlavaris, B., & Berce Golob, H. (1991). Likovna vzgoja: priročnik za učitelje razrednega pouka. Ljubljana: DSZ.
Kumar, S. (2003). An innovative method to enhance interaction during lecture sessions. Advances in physiology education, 27(1), 20-25.
Littlejohn, S. W., & Foss, K. A. (2007) Theories of Human Communication. Belmont, CA: Thomson Learning Inc.
Louis, L. (2013). “No one’s the boss of my painting:” A model of the early development of artistic graphic representation. International Journal of Education & the Arts, 14(11). Retrieved 10.12.2014 from http://www.ijea.org/v14n11/
Lowenfeld, V. (1957). Creative and mental growth. (3rd ed.). New York: Mcmillan.
Matthews, J. (1999). The Art of Childhood and Adolescence: The Construction of Meaning. London: Falmer Press.
Murray, R., & Brightman, J. R. (1996). Interactive teaching. European journal of engineering education, 21(3), 295-308.
Nastavni plan i program za osnovnu školu (2010). Zagreb: Ministarstvo znanosti, obrazovanja i športa Republike Hrvatske.
Pavlou, V., & Kambouri, M. (2007). Pupils’ attitudes towards art teaching in primary school: an evaluation tool. Studies in Educational Evaluation, 33(3), 282-301.
Prater, M. (2001). Constructivism and technology in art education. Art Education, 54(6), 43-48.
Pun, S. K. (2012). Collaborative Learning: a means to Creative Thinking in Design. International Journal of Education and Information Technologies, 6(1), 33-43.
Sahlberg, P. (2007). Education policies for raising student learning. The Finnish approach. Journal of Education Policy, 22(2), 147-171.
Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational researcher, 33(2), 12-20.
Shreeve, A., Sims, E., & Trowler, P. (2010). ‘A kind of exchange’: learning from art and design teaching. Higher Education Research & Development, 29(2), 125-138.
Smilan, C., & Miraglia, K. M. (2009). Authentic Art Integration. Art Education, 62(6), 39-45.
Suzić, N. (2002). Efikasnost interaktivnog učenja u nastavi: eksperimentalna provjera. Obrazovna tehnologija, 2, 13-45.
Šimić Šašić, S. (2011). Interakcija nastavnik-učenik: teorije i mjerenje. Psihologijske teme, 20(2), 233-260.
Tacol, T. (2003). Likovno izražanje: didaktična izhodišča za problemski pouk likovne vzgoje v devetletni osnovni šoli. Ljubljana: Debora.
Tacol, T., & Tomšič-Čerkez, B. (2004). Poučevanje likovne vzgoje v novem kurikulu. In Učitelj med zahtevami, možnostmi in pričakovanji, zbornik radova, Hotel Kompas, Kranjska Gora, 11-13 March 2004. Ljubljana: Zveza društev pedagoških delavcev Slovenije.
Tomić, A. (2003). Izbrana poglavja iz didaktike. Ljubljana: Filozofska fakulteta, Center za pedagoško izobraževanje.
Tomšič Čerkez, B. (2004) Likovni materiali in tridimenzionalne predstavitve prostora [Art materials and three-dimensional presentations of space]. Likovna vzgoja, 5/6(27–8), 25-37.
Tomljenović, Z., & Novaković, S. (2013). Mišljenja učitelja razredne nastave o učenju i poučavanju likovne kulture u osnovnoj školi [Classroom teachers’ opinions on learning and teaching of visual arts in elementary school]. Inovacije u nastavi, 27(1), 31-41.
Van Dijk, L. A., & Jochems, W. M. G. (2002). Changing a traditional lecturing approach into an interactive approach: Effects of interrupting the monologue in lectures. International Journal of
engineering education, 18(3), 275-284.
Van Dijk, L. A., van den Berg, G. C., & van Keulen, H. (1999). Using active instructional methods in lectures: a matter of skills and preferences. Innovations in education and training international, 36(4), 260-272.
Vodič kroz Hrvatski Nacionalni Obrazovni Standard za osnovnu školu (2005). Zagreb: Ministarstvo znanosti, obrazovanja i športa Republike Hrvatske.
Weisberg, R. W. (1993). Creativity: Beyond the myth of genius. New York: Freeman.
Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382-399.
Zimmerman, E. (2010). 2010 Lowenfeld Lecture Creativity and Art Education: A Personal Journey in Four Acts. Art Education, 63(5), 84-94.
Županić Benić, M. (2011). Uloga učitelja u komunikaciji djeteta s likovnim djelom. In A. BalićŠimrak (Ed.), Umjetničko djelo u likovnom odgoju i obrazovanju (pp. 144-157). Zbornik umjetničkoznanstvenih skupova 2009-2011. Zagreb: ECNSI Zagreb, Učiteljski fakultet Sveučilišta u Zagrebu.
Published
2015-09-30
Section
FOCUS
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