Abstract
The task of contemporary visual arts education is to enable quality interaction among all subjects of the teaching process, through which the students are encouraged to think, imagine, and develop higherorder cognitive activities. The objective of this empirical research study was to verify the differences in the results of students in the control and experimental groups (n=285) regarding their knowledge and understanding of visual arts content. Analysis of the results shows that the students in EG showed significantly better results compared to the students in CG, which means that the interactive model of learning and teaching positively influenced the students’ understanding of visual arts content.
Highlights
Modern pedagogical theories define learning as a personal creative process that involves the active changing and transformation of facts, an individual’s interpretation and organization of knowledge, and its use in everyday life
The research described in this paper is part of a broader study conducted to improve the quality of visual arts education; this study focused on evaluating the impact of an optimized, interactive model of learning and teaching in visual arts on students’ knowledge and understanding of visual content, abilities, and skills in the use of visual materials and techniques, as well as creativity in solving art tasks
This study was conducted to examine the extent to which the contemporary, interactive model of fine arts teaching can influence the stimulation of various cognitive activities in students and the quality of learning and understanding of teaching content
Summary
Modern pedagogical theories (constructivism, cognitive theories) define learning as a personal creative process that involves the active changing and transformation of facts, an individual’s interpretation and organization of knowledge, and its use in everyday life. Theories of perception, as well as contemporary theories of the symbolic characteristics of visual language, have been emphasizing the role of intellectual processes in understanding the visual symbols in artworks as well as “reading” them This fact emphasizes the importance of cognitive activities for both artistic expression and artistic reception in visual arts classes. Contemporary art education is based on developing pupils’ productive, artistic-creative skills and their receptive abilities. The latter include art appreciation, where pupils are introduced to the acts of perceiving and receiving, evaluating and internalizing works of art (Duh, 2016).
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