Abstract
The objective of this research and development was to develop a curriculum for enhancing grade 7 students’ aesthetic sense and substantial art learning. There were 2 phases of the study consisting of: (i) the study of basic information about art aesthetics, including the attributes, approaches, theories, problems, and needs, (ii) the development of a tentative curriculum including 1) Rationale, 2) Objective, 3) Content, 4) Instructional activity (using PRemAA Process), and 5) Measurement and evaluation as well as a pilot study in order to study the feasibility of the resulting curriculum. The research findings found that the students’ post-test art aesthetic attribute was higher than the pre-test. In addition, the curriculum consisted of feasibility in both theory and practice. Key words: Curriculum development, instructional design, aesthetic education, art appreciation, aesthetic values.
Highlights
Art education was the first priority being recognized to be able to develop human beings’ aesthetic sense
According to the experts’ in-depth interviews, and the study from documents, textbooks, articles, related research literature, and data found that the art aesthetic sense referred to one’s appreciation, satisfaction in beauty and virtue as value sense of art through one’s aesthetic experience
The knowledge management system based on curriculum should be implemented for developing the students’ ability to see with wisdom, intelligence, and wit (Smith, 2003; Freedman, 1994) by integrating the content and learning experience of more than one subject for students’ learning associated with their real lives (Greer, 1984; Ornstein and Hunkins, 1988) by analyzing, critiquing, and practicing art through a learning process for enhancing their aesthetic sense
Summary
Art education was the first priority being recognized to be able to develop human beings’ aesthetic sense. The practice of art training was to develop ones’ aesthetic sense to be right and good way the human should live. The study of aesthetic sense is a way to fulfill ones’ life as the ultimate goal for art educational management and may serve as a powerful antidote to the forces that would homogenize culture worldwide (Miron, 2003, pp. – ). Many economic and social changes have affected children and youths causing them to have undesirable behavior This severe coarseness of mind and behaviour could be treated by the development of a greater sense of art aesthetics to nourish one’s mind to be perfect and delicate through the significance of aesthetic sense.
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