Abstract
<p class="2M-body">The paper refers to the use of project method by students who were attending the first, second and third grade of High School in Greece. We designed and realized a research in order to examine the improvement of students’ attitudes and views towards the subject of Arts using the project method. The subject of the project in the first grade of High School was “the traditional village of Lindos”, the subject of the project in the second grade was “the medieval city of Rhodes” and the subject of the project in the third grade was "the acropolis of Filerimos". All the areas under study were in Rhodes, Greece. Questionnaires were given to the students before and after the teaching interventions which was realized during the first quarter of the school year 2014-2015. The results showed that the use of project method vindicated the goals of the research and improved significantly the students' views and attitudes towards the subject of Arts.</p>
Highlights
The subject of Arts finds fertile ground in interdisciplinary teaching approach
Questionnaires were given to the students before and after the teaching interventions which was realized during the first quarter of the school year 2014-2015
The results showed that the use of project method vindicated the goals of the research and improved significantly the students' views and attitudes towards the subject of Arts
Summary
The interdisciplinary character of project method reduces the emphasis on traditional teaching process and students' attention shifts to concepts encountered in their real lives (Scott, 1990; Kampouropoulou et al, 2011a). 2015, Vol 2, No 2 their own program of actions and handle the plan until the end of the project The result of this process can be an event, a presentation, a report or an exhibition. The freedom of the members of a project to suggest a topic, its joint configuration and realization are the main characteristics of a creative school project. In this context, the educational process is a significant source of knowledge, experience and learning (Kampouropoulou et al, 2012)
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