Art Lessons Research Articles

THE ISSUE OF CREATIVE ACTIVITY EVALUATION AT THE ART LESSON

The relevance of the study. The paper is devoted to the study of the creative activity evaluating problem. The subject of the study is the evaluation criteria. At present, it seems obvious that there is a need to systematize and structure knowledge in the field of theory and methods of teaching fine arts.
 In particular, special attention should be paid to the problem of evaluating students’ works in the fine arts lesson. Despite the fact that the Federal State Standard of General Education sets requirements for the development of the basic educational program, the question of the correct assessment of the creative activity of students remains open for modern teachers.
 In this regard, the purpose of this paper is to study the specifics of evaluating creative activity and its results in a fine art lesson at school.
 Results and discussion. The classical five–point assessment system is not fully sufficient in fine art lessons, therefore, an internal one–hundred-point assessment system should be included, which would clearly indicate strengths and weaknesses of each student.
 Conclusion. The assessment of students’ creative achievements is a multifaceted process that requires taking into account a number of students` characteristics and the clear and consistent understanding of the criteria apparatus.

Investigation of Secondary School Students' Anxiety and Lesson Participation towards Visual Arts Lesson

This study aims to examine the effects of secondary school students' anxiety towards the visual arts lesson and their participation in this lesson. In the study, students' levels of anxiety and participation in the visual arts lesson were examined together with variables such as gender, grade level and academic achievement. Secondary school students studying in Turkey and the sample of the research consisted of 286 students studying in secondary schools in Ankara, Konya and Mersin provinces. Anxiety Scale for Visual Arts Lesson and Visual Arts Class Participation Scale developed by the researcher were used as data collection tools. In addition, the demographic information of the students was obtained with the personal information form developed by the researcher. In the analysis of the data, descriptive analysis, independent groups t-test, F test and Regression Analysis techniques were used. According to the results obtained from the study, the secondary school students' anxiety levels for the visual arts lesson were found to be moderate and below, but their participation in the lesson was at a high level. In addition, it was determined that the anxiety towards the visual arts lesson predicted the participation in the lesson at a higher level, but affected it negatively. According to the grade level and achievement level of the students participating in the study, their participation in the visual arts lesson and their anxiety levels for the lesson differ. However, no significant difference was found in the dependent variables related to gender.

Drawing and Coloring Using Crayon with Gradation Technique at Kindergarten

As an Early Childhood Education teacher, you are required to be able to understand the world of art and develop interesting art lessons for children. This research was conducted to understand the process of learning art to students at the Institute. By using this type of qualitative descriptive research, the researcher will examine the facts in the field with detailed interpretations. Data collection techniques using observation, documentation, and interviews. The data analysis uses data collection, data reduction, data display, verification, and affirmation of conclusions. The research proves that the results of introducing art learning concepts to students through drawing and coloring activities using gradation techniques using crayon at kindergarten in Jember can be developed well. From the results of this study, it has a positive impact on students and is beneficial for developing their faith, honing their talents, and creativity to be even more enthusiastic in the art learning process.

The Effect of Augmented Reality on Achievement and Spatial Visualization Skills in Technical Drawing Course

This study investigated the effect of using the technical visual arts lessons’ material on visualization skills and attitudes. For this purpose, an augmented reality application called BTRS was designed. The application was created using Unity3D, 3Ds Max, and Vuforia programs. The study was conducted for eight weeks, with a total of 33 students (26 boys and seven girls) attending a vocational and technical high school. The study was designed based on Creswell’s sequential explanatory design. While a semi-experimental method with a pretest-posttest control group was conducted for the quantitative part of the study, semi-structured interviews were used for the qualitative component. “Lappan Spatial Visualization Skill Scale," “Purdue Spatial Skill Scale," “AR Attitude Scale,” and semi-structured interview form were used at the beginning and the end of the application. The Mann-Whitney U, paired-samples t-test, and the Wilcoxon signed-rank test were used for quantitative data. Qualitative data were analyzed by the descriptive analysis method. The study results indicated that the Augmented Reality Application did not significantly affect the achievement of the students and their spatial visualization skills. However, it has been observed that students’ excitement and curiosity increased. The students reported that the material was enjoyable, fun, attractive, remarkable, helpful, easy to use, understandable, and persistent. Rotating, zooming, and moving interactive digital models and buttons in the real world have attracted the students. The experimental group described abstract concepts and required spatial thinking skills to be more explicit and more practical.

The Creative Art Teacher as an Agile Facilitator

This paper examined instructional strategies for teaching visual arts in a Basic School in Ghana to ascertain the readiness of teachers for the implementation of the new curriculum. In doing so, the paper examines and discusses some best pedagogical practices in developed countries in a contextual analysis through which suggestions were made to help breed agile arts teachers in Ghanaian basic schools. It situates in a case study inquiry through unobtrusive observation by examining instructional pedagogies of visual arts lessons in a selected basic school. Results indicate that pedagogy was mostly teacher-centred than enacting competencies in learners. Blended learning strategies were scarce whereas a focus-group interview with learners revealed their obsession with smartphones but cannot harmonize it with their learning. It is feared that Ghana will be unable to bridge the gap between visual art education and the industry given the ineffective instructional strategies used by creative art teachers. The paper recommends that creative art teachers join professional associations to indulge in personal continuous professional development. A school-based professional development training for creative art teachers is suggested. Whereas policymakers are entreated to develop regulatory policies that would enable both learners and teachers to explore the use of smartphones to expedite learning. Keywords: Agile facilitator, Art education, Blended strategies, Curriculum, Visual art teacher DOI: 10.7176/JEP/13-20-07 Publication date: July 31 st 2022

Developing the Visual Art Lesson Attitude Scale Towards School Stakeholders

Bu çalışmanın amacı, Kıbrıs’ın kuzeyinde bulunan ilkokulların ders programında yer alan Görsel Sanatlar Dersi ile ilgili okul paydaşlarının tutumlarını belirlemek adına ölçek geliştirmektir. Söz konusu amaca yönelik sanat eğitimi ile ilgili alan yazın taranmasının yanı sıra, araştırma kapsamında olmayan 10 okul paydaşıyla yarı yapılandırılmış görüşme yapılarak görsel sanatlar dersine yönelik 5’li Likert tipinde 9 maddeden oluşan, Kaiser-Meyer-Olkin (KMO) katsayısının 0.931, Cronbach's Alpha değerinin ise .957 olarak bulunduğu geçerli ve güvenilir bir Görsel Sanatlar Dersi Tutum Ölçeği geliştirilmiştir. Araştırmanın nitel boyutundaki çalışma grubunda, 2019-2020 akademik yılında ilkokullarda görev yapan 10 okul paydaşı yer almaktadır. Araştırmanın 326 kişiden oluşan nicel örneklemini ise ilkokullarda görev yapan öğretmen, yönetici, denetmen ve Atatürk Öğretmen Akademisi’nde öğrenim gören aday öğretmenler oluşturmaktadır.

Инфографика – „географическая карта“ как метод визуализации на уроках изобразительного искусства в условиях профессиональной гимназии

In the era of highly developed digital technology there is a rapid production, distribution and consumption in the form of visual images. With the increasing volume of visual information there is a growing need to find new means of visualization in all spheres of human activity, including education. One of the effective methods of visualization is infographics. Modern pedagogical science, which studies different ways and methods of visualization in education, pays much attention to infographics. One of their varieties - the infographic-‘geographical map’, is developing in pedagogical science. The use of such infographics was proposed for the first time in Fine Arts lessons in a vocational school. This article provides a method description of a specific example of creative learning work on the use of infographic-‘geographical map’. The conclusions in the article concern the description and commenting of positive educational results of the method of geographical infographic during the mastering of visualization methods by students.

PEDAGOGICAL AGREEMENTS OF FORMATION OF SCHOLARS' ESTHETU FEELINGS USING SYNTHESIS OF ARTS

The article deals with detachment and substantiation of pedagogical agreements’ maintenance according to the synthesis of arts for further perfection in the formation of scholars' esthetic feelings on art lessons.

Techniques for teaching students realistic visualization of presence in the lessons of fine arts

It is the basis of all types of Fine Arts. The artist is based on painting, regardless of which of the types of Fine Arts he creates. He expresses his observations, his research on the compositions of the great works, first with the first lines in the pen. As for the creation of works of art, these executed drawings serve as an auxiliary resource to the artist. The artist begins the creation of this or that picture with a pencil. After that, this work of art gives the viewer an aesthetic pleasure through a palette of colors. In other words, without pencil drawing, no artist can make his work mature. Realistic painting teaches to master the basics, methods and skills of drawing, to know the sequence in describing and to be able to use various illustrative tools. Learning the basics of drawing, it is worth noting that the drawing is built on the principle of drawing in stages, depending on the thing itself. In this article, the lessons of Fine Arts give students an idea and feedback on the methods of teaching realistic images of existence.

The current relevance of independent education in the teaching of fine arts lessons

The article focuses on the issues of the use of advanced pedagogical technologies in teaching student youth from Fine Arts, which is one of the important subjects entering the aesthetic cycle. In addition, the importance of Information Technology in obtaining independent knowledge, modern appearance of sources corresponding to the worldview of young people, interactively and creatively training and transmission in information technology is an indicator of current issues.

Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?

Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations of reading instruction into everyday practice. This study examined naturally occurring text-based instruction in 237 lower secondary language arts lessons in 62 different classrooms from Norway and Sweden. Using both quantitative and qualitative approaches, we found evidence that explicit strategy instruction and cognitively challenging tasks were rare even in lessons that did focus on deep comprehension of text. We also identified some of the distinct challenges (or missed opportunities) that characterize comprehension-oriented instruction. These findings provide critical insight into relevant areas of future professional development for teachers.

Academicians' Views on Applied Art Lessons in the Distance Education Teaching Process

Araştırmanın amacı uzaktan eğitim öğretim sürecinde uygulamalı sanat derslerine yönelik akademisyen görüşlerini tespit etmektir. Araştırma nicel ve nitel araştırma yaklaşımlarının bir arada kullanıldığı karma yöntem araştırma desenlerinden yakınsayan paralel desen yaklaşımına göre yürütülmüştür. Araştırmanın çalışma grubunu Üniversitelerin Güzel Sanatlar Eğitimi Bölümleri, Güzel Sanatlar Fakülteleri ve Güzel Sanatlar Tasarım ve Mimarlık Fakültelerinde görev yapan, araştırmaya gönüllü olarak katılan ve uygulamalı sanat derslerini yürüten toplam 70 akademisyen oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen “Uzaktan Eğitim Öğretim Sürecinde Uygulamalı Sanat Derslerini Değerlendirme Anketi” kullanılmıştır. Nicel veriler, aritmetik ortalama, standart sapma ve frekans değerleri verilerek, nitel veriler ise Dey’in (1993) betimleme, sınıflandırma ve ilişkilendirme olmak üzere üç aşamalı modeline göre analiz edilmiştir. Araştırma sonuçları, uzaktan eğitim sürecinde teknolojik araç gereçlerin, materyallerin, etkinliklerin, yöntem ve tekniklerin kullanımı ya da öğrenci motivasyonunun sağlanması gibi konularda akademisyenlerin gereken yeterliğe sahip olduklarını göstermiştir. Ayrıca uzaktan eğitim sürecinin yüz yüze eğitime göre, sanatsal farkındalık yaratma konusundaki etkililiğinin daha düşük olduğu, uygulamalı sanat dersleri açısından öğrencilere katkı sağlama konusunda yetersiz kaldığı, uzaktan eğitim sürecinde uygulamalı sanat dersleri açısından öğrencinin sanatsal gelişiminin atölye ortamına göre gözlemlenmesinin daha zor olduğu ve öğrenme ortamının olanakları açısından uygulamalı sanat derslerinin uzaktan eğitim sürecine uygun olmadığı sonuçlarına ulaşılmıştır. Bu sonuçlar ışığında Covid-19 salgını dolayısıyla artan uzaktan eğitim talepleri nedeniyle üniversitelerin, öğrenci ve eğitimci etkileşimini sağlayacak teknolojik alt yapı imkanlarını arttırması ve eğitimcilerin öğrenme ortamının verimliliğini ve öğrenci motivasyonunu sağlayacak yenilikçi yaklaşımları sanal öğrenme ortamlarına aktarmaları önerilmektedir.

Why Learn Artistic Thought?

My presentation collage looks at image productions that were individually (but also collectively) developed by my students within the concept of art education during their studies for a degree in Art Education. This is combined with the search for the semantic content of the terms "thought", "aesthetic thought" and "artistic thought". Where these aspects are concerned, I am interested in the question as to how artistic art education differs from other concepts. On the one hand, other concepts eliminate the mediation of art because there is apparently nothing to learn and therefore nothing to teach about art (see Ehmer et al.) but on the other hand, they legitimise the existence of art lessons in schools by reducing them to display procedures focusing on image analysis and/or the pragmatic examination of images (Bering, Niehoff et al.) or favour the everyday aesthetic experiences of children and young people without reaching more in-depth and independent transformational processes as a result. The ultimate question that needs to be asked is what are the educational potentials and methods of art education that focuses on training artistic thought? “If you don't want to think, you're out!” (himself) (Joseph Beuys, 1977, documenta 6 in Kassel, Germany) (Image: Beuys card)

UPAYA MENINGKATKAN HASIL BELAJAR SISWA MATERI PELAJARAN SENI MUSIK DENGAN MENERAPKAN METODE TALKING STICK PADA SISWA KELAS IX 10 SMP NEGERI 13 PEKANBARU TAHUN 2016

The background of this study is the low ability of students in traditional music art lessons. Cultural arts learning which has only focused on practice so far is not in line with the improvement of students' abilities in theory. This is evident when the researchers held a pre-cycle test for students of class IX 10 of SMP Negeri 13 Pekanbaru which found 11 students only or around 29% who met the KKM graduation criteria from a total of 38 students. This research was conducted in Pekanbaru City precisely in class IX 10 students of SMP Negeri 13 Pekanbaru Academic Year 2016. The purpose of this study was to improve student learning outcomes in arts and culture subjects in class IX 10 Pekanbaru 13 Middle School in 2016 through the talking stick learning strategy. The method used in this study is classroom action research (CAR). This study consisted of several cycles, while each cycle was carried out in 2 meetings. Each cycle consists of steps. Planning / preparation of actions, implementation of actions, observation and reflection. After the results in the first cycle are obtained and have been reflected, improvements are then made to continue the next cycle if needed. The results obtained from the research with this method, namely in the initial stage of a total of 38 students who passed competencies only around 13 students and 29% of students did not pass the KKM. In the first cycle students who graduated from the previous only 11 students or 29%% increased to 32 students or around 84%. Then in cycle II students who graduated increased from 32 students to 37 students or around 97% of a total of 38 students. The conclusion of this class action research is basically students can increase their own interests and abilities but in a condition many obstacles occur so that students have difficulty increasing their abilities. By using the talking stick learning strategy, which is a group learning model with the help of sticks, the group holding the stick must first answer the questions from the teacher after students learn the subject matter, then the activity is repeated continuously until all groups have a turn to answer questions from the teacher. A series of learning activities that emphasize the process of thinking quickly and precisely to answer questions of a problem so students can be trained to think systematically, logically, quickly and critically. Evidenced by the results of each stage of research that increased quite significantly.

Meningkatkan Minat dan Hasil Belajar Seni Tari Melalui Pendekatan PAIKEM Berbantuan Metode Demonstrasi Semester 2 Siswa Kelas VII-3 SMP Negeri 5 Penajam Kabupaten Penajam Paser Utara Provinsi Kalimantan Timur Tahun Pelajaran 2019/2020

Cultural Arts at SMP Negeri 5 Penajam, PPU Regency applies Integrated Cultural Arts lessons which have been developed based on the 2013 Curriculum by considering, Complexity, carrying capacity, student context. In addition to the above, the diversity of students' talents and interests is also one of the reasons for the implementation of integrated Cultural Arts lessons. However, with the amount of material and the limited time for face-to-face hours, several obstacles arise related to students. Students find it difficult, especially in dance subjects that are rarely studied at the previous school level, causing a lack of interest and student participation in the learning process. These obstacles need to be considered and find a way out by the teacher as a motivator, facilitator and evaluator in the learning process. The purpose of this research is to find out: 1) the teacher's efforts in the learning process to increase the interest of Class VII-3 students of SMP Negeri 5 Penajam in learning dance. 2) the teacher's efforts in improving student learning outcomes for Class VII-3 SMP Negeri 5 Penajam in dance lessons. This research will apply the Active, Creative, Effective, and Fun Learning (PAKEM) approach which is divided into two cycles. Based on the results of classroom action research, the teacher's efforts by applying the PAIKEM approach combined with the Demonstration technique can increase students' interest and learning achievement in the arts and culture subjects of the dance branch with competency standards for expressing themselves through dance works, especially in the basic competence of exploring floor movement patterns. dance in pairs/local groups. In the first cycle of 32 students who completed it reached 59.37% or 19 students and who did not complete there were 40.62% or 13 students, and the average score was 74.53. While in the second cycle of the 32 students who successfully completed there were 30 students or 92.75%, and the average value was 79.84. Based on the conclusions above, the research was stopped until the second cycle.

ИНФОГРАФИКА «ГЕОГРАФИЧЕСКАЯ КАРТА» КАК МЕТОД РАЗВИТИЯ ВИЗУАЛЬНОГО МЫШЛЕНИЯ УЧАЩИХСЯ ПРОФЕССИОНАЛЬНОЙ ГИМНАЗИИ НА УРОКАХ ИЗОБРАЗИТЕЛЬНОГО ИСКУССТВА

In the field of education, the demand for a special type of figurative representation of information - infographics, as well as its variety - geographic infographics - is increasing. For the first time, it is proposed to apply map infographics in art lessons in a professional gymnasium in order to develop the visual thinking of students. Specific examples of using the geographic infographics in drawing lessons have been developed and described. Methodological features of the application of the described method are disclosed. Its positive results are revealed.

METHODOLOGY OF TEACHING STUDENTS TO ARTISTIC PERCEPTION OF PAINTING WORKS IN FINE ARTS CLASSES

The article deals with the use of pedagogical technologies in the artistic analysis of works of art in the lessons of fine arts. It based on the work of People’s Artist of Uzbekistan Akmal Nur.

미술 비전공 대학생을 위한 다문화미술 교육과정 개발 연구

South Korea is becoming more of a multicultural society due to the increase of trade, the influx of foreign labourers, the increase of international marriages, and globalization. The term, “multiculturalism” has become a familiar term in South Korean. Multicultural education is promoted by many South Korean scholars and educators as an effective means by which to solve the many issues now occurring from the social, cultural and ethnic diversity in South Korea. My research and approach to the issues of diversity, is relevant to multiculturalism, most of the research focusing on the K-12 levels in education (elementary, middle, and high school). There are few multicultural art education programs for college students or adults in South Korea. The programs in existence are commonly used to introduce foreign cultures by using traditional art making and study, such as mask making, traditional clothing design, and doll making. Multicultural art education could be expanded into higher education curriculum to include university students and continuing education for non-traditional adult students, to cover and realize more fully the goals of multicultural education. The aim of this paper is to introduce multicultural art education lessons implemented by two international art instructors working at a university located in the United States who have implemented their multicultural art education program for more than two years. The art classes in this program are designed for non-art major students and are one of the more popular courses offered at the university.
 Even though the lessons in this paper are made for a particular social setting and purpose, by sharing the art lessons taught in the program, I have hope that the South Korean multicultural art education program will expand the scope of their curriculum so the goals of multiculturalism meet the needs of the diversity in the country

KONSEP, FUNGSI DAN STRATEGI PEMBELAJARAN SENI BAGI PESERTA DIDIK USIA DINI

This article aims to describe the concept of art learning for learners at the level of early education. Art learning or art education often gets a paradigm as learning that is unimportant compared to other subjects such as mathematics, natural sciences and other exact subjects. This then makes art lessons sometimes not get attention. However, the reality of art learning, especially in learning at the level of early childhood education, has an important function in developing and strengthening cognitive intelligence and developing creative patterns for children. So the discussion of how important art learning is is important to do. The writing of this article is the result of the development of ideas of thought combined with the results of research based on a model of literature on important literature related to previous research on art learning and early childhood education. Based on the results of data analysis, the concept of art learning has an important role in building knowledge and skills in strengthening creativity. The function contained in it prioritizes the ability to express themselves because children express and communicate ideas of thought through art. Art learning strategies in early childhood tend to pay attention to the analysis of common characteristics in the learning design process. It is hoped that writing about the concept of art learning in early childhood can provide a thorough understanding and knowledge of the role of art in supporting children's abilities and skills and become a reference library in relevant research in the future.

A Survey Of Art Learning In Kindergarten During The Covid 19 Pandemic

The purpose of this study was to describe the practice of art learning in Kindergarten during the COVID-19 pandemic. The research method used was a survey. The research target is that a detailed description of art learning practices in Kindergarten during the COVID-19 pandemic can be drawn up as a basis for formulating the basic needs for improving the quality of learning. The results of the research can be used to improve educational praxis, formulate hypotheses, create initial development plans, evaluate programs, and evaluate policies, especially art learning in Kindergarten units. The results showed that PAUD teachers developed an art lesson plan and implemented it. However, the type of art that was taught was visual art, while dance and music were never performed. Likewise, the use of WhatsApp media is more widely used in online art learning than other social media. Also using audio media and taking examples of art learning from social media. Parents actively participate in taking learning media to school and sending photos and videos of the learning process at home. With online learning, teachers have difficulty using technology for early childhood art learning, and prefer to use face-to-face learning. Likewise with parents, parents prefer their children to learn face to face so they can meet the teacher directly.