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.
Highlights
Rapid social change and the unpredictable future place new demands on education; schools have to teach students how to learn, think and create
In the study, which is based on quantitative research paradigms, we undertook a pedagogical experiment that was designed to evaluate the impact of an interactive approach to teaching and learning in visual arts education on: (1) the students’ knowledge and understanding of visual arts terms, (2) the students’ abilities and skills in the use of art materials and techniques within the anticipated painting tasks, and (3) the students’ creativity in solving visual arts problems in the area of painting
The purpose of the study was to examine the effects of interactive teaching and learning in the context of visual arts education in primary school on the quality of instruction
Summary
Rapid social change and the unpredictable future place new demands on education; schools have to teach students how to learn, think and create. Previous evaluation studies on the appropriateness of teaching the visual arts at the single-class level of primary schools point to the fact that, during the teaching process, most single-class teachers do not sufficiently apply methodical pluralism and a creative approach to learning and teaching (Tacol & Tomšič Čerkez, 2004; Tomljenović & Novaković, 2013) Their passive attitude is reflected in the use of established teaching methods and procedures, as well as in the lack of a greater freedom and openness to the use of more effective ways of teaching and learning. An interactive approach to learning and teaching should ensure more quality implementation of the visual arts curriculum, respecting the developmental abilities of each student according to their individual characteristics
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