Abstract
The study of art education is characterised by the duality of artistic and pedagogical content. The importance of a high-quality intertwining of both segments is emphasised. Various types of portfolios are mentioned. The study focused on how the artistic portfolio and the reports from art teacher trainee students about their student teaching experience can be connected. An innovative model of instruction for the preparation of the student teaching report was prepared. Using qualitative analysis procedures, it was established that the creative-pedagogic (CP) model had positive effects on student motivation and generated in-depth introspection. The students worked with the principles of contemporary art, such as juxtaposition, symbolism, performance art, body art, and self-portrait (selfie).
Highlights
Art teacher training programmes in different countries vary according to financial support, orientation, and size
Her statement offers an additional answer to the research question on student motivation (RQ3): “Because I was constantly able to think about my baby due to the connections between the baby diary and the composing of the student teaching report, I wrote the report with ease, gladly, and with a lot of interest
In both cases (Slovenia and Estonia), these were students of the fifth and final year of study, which means that throughout their study years, they have learned about the diverse range of contemporary art practices
Summary
Art teacher training programmes in different countries vary according to financial support (private, state-supported), orientation (research or teaching), and size. Hickman sees art as a valid and valuable form of knowledge and a useful mode of reporting educational phenomena He finds that “while art is not a language in the formal sense of the word, some aspects of some art works can be seen to be analogous to language, but more importantly, the arts in general offer a way of understanding the world which goes beyond language; the arts, and in particular visual art, can reify the ineffable. Delacruz and Bales (2010) investigated creative possibilities in the context of the pre-service art teacher teaching portfolio in three fields, i.e. pre-service art teachers’ production of digital videos and electronic portfolios, productions that were intended by these students to document and showcase their best teaching practices and related creative and cumulative selfreferencing forms of expression, including scrapbooks and sketchbooks/journals They emphasise that sketchbooks served as journals for personal reflection, artistic aspirations, and as a place for exploring inner worlds, including self-doubt (Delacruz and Bales 2010: 36). RQ4: Will the alternative way of preparing the student teaching report affect introspection and the expression of ideas and feelings?
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