Art Lessons Research Articles

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.

Skin Color

The inspiration behind the title “skin color” lies way back in my time in primary school. During art lessons, we used to exchange colors and often the term skin color was used as the description of a rosy/beige tone that should resemble skin. As a child, I did not find that problematic because I did not know better. I wasn’t an ally. Now, however, I think it is important to ax associations like this out. There’s nothing like a true skin color. Due to the underlying Western power structures, we called this piggy rose/beige tone “skin” and left out a broad variety of brownish, blackish, or yellowish tones.

Формування культурної компетентності здобувачів освіти у початковій школі

Based on the analysis of regulatory documents (Law of Ukraine “On Educationˮ, State Standard of Primary Education, Concept of the New Ukrainian School) and scientific and pedagogical literary sources, the essence of the concept of “cultural competenceˮ is theoretically interpreted. The concept “cultural competence of primary education studentsˮ is clarified, which means an integrated complex of knowledge, abilities, skills in the field of art, personal qualities, ways of thinking, views, ideas, values, which ensures the ability and readiness to apply the acquired experience, provides the possibility to express oneself creatively, to discover and develop natural abilities, talents using visual arts, graphic art, sculpture, music, choreography, theater, decorative and applied arts and other forms of art. On the basis of theoretical analysis of the State Standard of Primary Education, Standard Educational Programmes, as well as own experience of practical work, the ways of forming the cultural competence of primary education students in accordance with the content of educational fields have been determined and systematised. The Arts education branch is determined to be the leading one for the formation of cultural competence in primary education students. Teaching methods in art lessons and forms of extracurricular work, which contribute to the formation of cultural competence of primary school students, are discussed. It is noted that for the effective formation of cultural competence in primary education students, the future teacher must possess a range of artistic and pedagogical knowledge, abilities and skills, necessary professional and pedagogical aptitudes, personal qualities, etc. Keywords: cultural competence, students of primary education, formation of cultural competence, Arts education branch, art lesson, content of learning, teaching methods, extracurricular work.

Використання «хмари слів» на уроках мистецтва

The article deals with the peculiarities of a “word cloud” (tag cloud) in the teaching of art in general secondary education. A “word cloud” is defined as one of the methods of problem-solving heuristic technologies that can be successfully used in the course “Art” in secondary school at primary and basic levels. This technique promotes students’ creative activity in the process of learning new knowledge at art lessons, as well as the formation of subject competencies based on students’ high motivation to learn. The advantages of this method are substantiated. The possibilities of some online services (Word It Out, Word Cloud, Word Art) are considered due to their advantages in creating various “word clouds”. The ways how to use “word cloud” technology in an art lesson method are given. in the context of individual topics in basic school. Moreover, the tasks for students on how to work with specific “word cloud” are described. The author concludes about the didactic potential of this technique, which can be used at different stages of the lesson in order to master new educational material, its consolidation and generalization. Presenting information through short visual images takes into account the peculiarities of “clip thinking” of modern students. Using “word cloud” technology creates opportunities for the development of spatial and critical thinking, such skills as highlighting, comparing, expanding the idea. In addition, this enables creative dialogue between teachers and students while studying the topic. It is noted that the visualization of concepts contributes to understanding of the conceptual apparatus of the topic, rapid memorization of information, rethinking and systematization, as well as it allows educators to emphasize the key artistic categories.  The further study of this problem should aim to create the thematic “word cloud” along with tasks for students; to involve students in making “word cloud”, which will establish students’ interaction and visualize their creative ideas.

Organization of project activities to study the orthodox temple architecture of Kuzbass at the lessons of fine arts and in extra-course activities

Organization of project activities to study the orthodox temple architecture of Kuzbass at the lessons of fine arts and in extra-course activities

Learning Taekwondo Martial Arts Lessons Online: The Perspectives of Social Cognitive Career and Motivation Theory

Learning Taekwondo Martial Arts Lessons Online: The Perspectives of Social Cognitive Career and Motivation Theory

Digitalization in educational systems.Teaching art in the age of computer technology

The rapid pace of societal change and the proliferation of new technologies are changing practically every area of our personal and professional lives, including how we work, think, play, communicate, send, and disseminate information. Use of technology in education has an impact on teacher-student interaction. Innovation is a global paradigm shift in each aspect of our society, including the community of education, transforming itself and its functioning. With the development of modern technology, the process of teaching art is changing. Over the last decade, computers have begun to play another role in the great benefits of art education. Images in an electronic format can no longer be separated from the basic composition of art education. Electronic media has changed the way art is taught, students learning about art, and ultimately the way art teachers understand art lessons. The relationship that has been established between art and computer technology is critical in defining the future of the educational system. Throughout history, the worlds of art and art education have employed technology in their processes. Art teachers are now responsible for teaching not only traditional subjects but also image processing technologies. Crucial to future teaching is how teachers will integrate and combine traditional teaching tools, processes, and ways of thinking about Art with the new tools, new processes and thinking skills needed to blend and utilize the complex variety of information concepts in today’s world. This paper elaborates how computer and related technologies can be applied in teaching art, the extent of impact that computerassisted art has on art students and the utilization of technology to ameliorate the teaching of strategies of thinking and learning and the development of artcentered cognitive skills.

The use of interactive methods in music art lessons as a means of soft skills formation in primary school students

The use of interactive methods in music art lessons as a means of soft skills formation in primary school students

Pandemijski izazovi za nastavu likovne kulture u mlađim razredima osnovnih škola u Republici Srbiji

In the introductory part of the paper, based on the relevant and professional literature in the domain of art, the authors look at the significance of visual arts for the entire development and good-quality education of children. The total number of lessons assigned for the school subject Art in the curricula for grades one to four of elementary education in Serbia is taken into consideration in order to point to the status of this subject in the lower grades of elementary school. The pandemics caused by the virus SARS-CoV-2 began in 2020 and it is still present in the world. It has redefined our way of living and made teachers look for new forms of organizing their lessons in line with the epidemiological measures. The aim of this paper is to investigate, in the context of Art instruction, how elementary school teachers have coped with the challenges created by the pandemic and determine whether this teaching area has changed its status relative to other teaching areas. The respondents to our questionnaire were 138 (N=138) elementary school teachers from different Serbian towns. The obtained results indicate that these teachers had to modify and adapt their teaching to a considerable extent. The conclusion is that elementary school teachers stress out the negative effects of the changes - a reduced number of Art lessons, shorter duration of lessons, the impossibility of pair and group work, as well as the introduction of online lessons - on the development of children's art creativity.

Викладання мистецтва у 5-му класі: методичні аспекти

The article examines methodological guidelines for teaching art in the 5th grade. The attention of teachers is focused on the importance of the adaptation period for fifth-graders, as well as the need to implement competence-based, active and integrated approaches in teaching art based on program content, various forms and methods. The instructions are provided regarding the work of the teacher in assisting 5th-graders during the adaptation period, which takes place with a natural duration and in accordance with the individual characteristics of each student. This leads to the study of the artistic experience of students through pedagogical observation at the beginning of education in the 5th grade, as a starting point for further education throughout the year, which should be planned to achieve the expected learning outcomes determined by the program. Carrying out the educational process based on competence, activity and integrated approaches in teaching art allows students learn to apply acquired knowledge and skills in typical and new situations and gain artistic experience. The author emphasizes that for the comprehensive implementation of the tasks of art lessons based on the “New Ukrainian School” concept, an important factor is using various educational and methodological support, in particular textbooks, educational and methodological aids, as well as high-quality audio and video content. To provide examples of the practical implementation of the specified methodological guidelines, the article offers various forms of practical activity for students, proposed by the author of the article in the textbook “Art. 5th grade” (by authors Olena Haidamaka and Nataliia Liemesheva) for institutions of general secondary education. This enables students’ self-expression of in singing (performance of monophonic and polyphonic works, singing in an ensemble and choir), instrumental music making, drawing, sculpting, construction, which contributes to the discovery of creativity, initiative, artistic and communicative interaction between students and teachers in these types of artistic activity, as well as during discussion of works of art, identification of emotional and value attitude towards them, analysis of their content.

Android-Based Musical Instrument Recognition Application For Vocational High School Level

With the old way of learning and methods, Vocational High School students will be bored, especially in the field of Arts and Culture, which on average are considered difficult and not liked by most students. Therefore, it is necessary to make other learning media based on Android so that learning becomes more interesting and enjoyable. In addition, with this learning media, it is hoped that it can help children's creativity and thinking power, because it is equipped with several important components that can hone children's imaginative power such as pictures, videos in the material provided. Therefore, the authors design and create an application about interactive learning media that includes these components. This application will be aimed at the Vocational High School level with the title "Android-Based Musical Instrument Recognition Application for Vocational High School Level". Therefore, research was conducted at the Vocational High School level. Users want attractive images of each musical instrument such as guitar, bass, drums, keyboard, have video links, there are questions in the application, a menu in the form of icons, and attractive colors. After designing, manufacturing, and testing this application, several conclusions can be drawn. First, with this application, Vocational High School students can easily learn musical instruments in different ways. In addition, with this learning method, students become enthusiastic and learning becomes fun in studying cultural arts lessons in the field of musical instruments, especially musical instrument techniques and chords of musical instruments. Second, this application is able to hone the cognitive abilities of students because in this application there are practice questions, the questions are integrated with the material provided, so that students can easily practice their abilities through the practice questions available in this application. Third, and lastly, according to the author, this application is lacking in terms of animation in the application that was made late. Hopefully this application can be a learning material for students who want to take a Thesis with a title related to learning musical instruments. The author really expects criticism and suggestions because this design system still has many shortcomings

Student experiences and attitudes towards the school subject Visual Arts

In modern school, students become active subjects in their education. The aim of this research was to determine the status of the school subject of Visual Arts in the eyes of students, therefore we studied student opinion, perception and experience related to Visual Arts classes. A total of 192 students participated in the research, including 78 fourth-grade students (40.6%) and 114 eighth-grade students (59.4%). The research was conducted in several Croatian villages and smaller towns in Split-Dalmatia County and Šibenik-Knin County. We used a survey questionnaire containing six hypotheses and research questions: results processing was done by the use of percentages, arithmetic mean, and standard deviation, as well as a t-test for independent samples. The research results show that more than half of the surveyed students would like to have the weekly number of lessons of Visual Arts increased. Although they love to participate in classes, unfortunately as many as 70% of them never visit museums and exhibitions to communicate with the contents of Visual Arts, and when they do go to cultural institutions, they are mostly taken there by their parents. The research proved that fourth-grade students of primary school perceive the subject better than eighth-grade students and assess different aspects of Visual Arts classes with higher grades. No gender differences were observed in the perception of the subject of Visual Arts. Finally, we notice that most students consider Visual Arts an important and useful subject in their education, and most students are happy to attend Visual Arts classes as this makes them feel relaxed.

Прогностично-особистісний підхід в організації уроків образотворчого мистецтва у системі початкової освіти.

The study presents the forms of fine arts lessons based on a prognostic-personal approach in the primary education system. The article actualizes the problem of optimization of art education and cognitive development by means of fine arts lessons. The purpose of the article is to highlight the results of theoretical research and their practical approbation of various forms of teaching the arts to primary school pupils on the basis of a personal approach and foretelling the child's activities. In the process of scientific research, it has been found that the most effective form of innovative teaching of fine arts in primary school classes is a lesson- problem-based learning , a lesson-fairy tale, a lessonjourney, a lesson the perception of painting and its description, prediction and forecasting of events in a painting. It has been proven that the process of a fine arts lesson and prognostic tasks for primary school pupils are better implemented in the form of a game. The formation of prognostic experience in primary schoolchildren has its own specifics - mastering the ability to predict their own actions based on educational and social experience is associated with the assimilation of the following operations: ability to establish cause-and-effect relationships; ability to apply and reconstruct the acquired knowledge in different conditions; make an independent forecast of their own actions, set goals, foresee ways to achieve them; choose the most effective means and ways of implementing the plan; establish a chronological sequence of actions required to achieve the objectives. The number of children simultaneously participating in art classes based on a prognostic-personal approach should not exceed 10 people. It has been established that all forms of fine arts lessons based on forecasting and planning, relying on a personal approach should contain individual, group and joint forms of organization of children. It is proved that the use of a prognostic personal approach in the process of teaching primary school students in fine arts lessons contributes to the optimization of primary art education, the prognostic abilities of children and their learning competence in accordance with the requirements of the New Ukrainian School.

Formation of students’ readiness for leadership of pupils’ artistic-and-creative activities at the fine arts lessons

The study reveals the content and essence of students’ artistic-and-creative activity in classes of fine arts. It has been found such activities are a process of creating new, original artistic images, and, at the same time, it is activities for the perception and experience of artistic phenomena through their aesthetic evaluation. Characteristic features of such activity are following: 1) positive motivation, artistic orientation, bright interest, emotional uplift, 2) purposefulness of emotional and figurative kind, special artistic-and-creative disposition; 3) realizing ideas about the subject and analysis of the depicted things that based on visual images; 4) mastering the results of demonstration by the teacher of technical methods, formation of ideas about the image; 5) the presence of an appeared image arising at the beginning of the work, hereafter it is correcting and clarifying during the process of its material embodiment; 6) adequate self-assessment of the result. It has been shown the formation of such experience is dynamic phenomena and can be characterized by means of three stages. The stage 1 is mastering the holistic picture of the world, the experience of artistic practice by students. The next stage 2 is gaining individual experience of artistic creativity, development of guidelines for aesthetic perception of artistic phenomena and objects. Yet another stage 3 is the use and expansion of students’ own artistic experience, the formation their artistic-graphic competences. It has been determined the leadership of pupils’ artistic-and-creative activities by the artist-teacher puts into via pedagogical planning, organizational support, adjustment, analysis and evaluation of results. It has been seen the readiness for leadership of the students’ artistic-and-creative activities at fine arts lessons is a complex integrated personal quality which can be differentiated into motivational, gnostic and praxiological components. It has been substantiated the formation of these components should be a natural process of professional development of future fine arts teachers. The formation of readiness for leadership of the students’ artistic-and-creative activities in future teachers of fine arts is arranged by means of the creation of certain pedagogical terms in the educational process. Among them: ensuring the integrative systemic variety of professional preparation of future teachers of fine arts, the unity of psychological and pedagogical, and special artistic training; development of professional competencies of a teacher of fine arts, pedagogical and artistic mastery; implementation of a step-by-step process of shaping students’ artistic-and-creative activities.

Toward the automated analysis of teacher talk in secondary ELA classrooms

Qualities of teacher talk strongly affect student learning, yet opportunities for teachers to receive feedback on their talk face time and cost limitations. To address this, we developed a semi-automated method of analyzing teacher talk using Automated Speech Recognition technology, compared it to traditional methods, and used it to analyze teacher talk features in 127 secondary English Language Arts lessons. We found the new method aligned with traditional methods, allowing us to reliably identify interrelated but distinct talk features. These features often reflected dialogic instruction. Our findings contribute to future studies of instructional discourse and technology-driven teacher learning opportunities.

Virtual reality and augmented reality technologies for art education: The perceptions and responses of undergraduate students

The emergent culture of COVID-19 underscored a gap among generations with regard to their responses to new innovations in the education field. This article explores the educational potential of virtual reality (VR) and augmented reality (AR) for the secondary art curriculum through the perspectives and responses of undergraduate art students. The article examines the writing outcomes of a discussion board forum activity that I created to invite the students to share their responses to and reflections on the use of VR/AR technologies in visual art and art education. I share the students’ perspectives on VR/AR use for studio art making under the following three themes: (1) excitement about the new art medium, (2) strengths and risks and (3) educational potential for K–12 curriculum integration. In discussing the students’ reflections, contemporary artists’ use of VR/AR is also explored as a resource for art educators. I end the article by providing suggestions for art educators interested in incorporating VA/AR into their art lessons.

Function and use of literary texts in Nordic schools

In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indicates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.

Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education

ABSTRACT This study identifies the various functions of open questions in whole-class teaching in language arts classrooms in primary school, and it explores how these questions may work as a mediating tool. Open questions are considered a valuable tool in classroom discourse, enhancing dialogue and students’ learning by giving the students an opportunity to elaborate on their thoughts. The analysis draws on two data sets and includes observations from four schools and an examination of whole-class teaching in 32 language arts lessons. The results show that the teacher practice of asking open questions has one core function – classroom management. The teachers also ask open questions that are more subject specific, and the material covers writing activities and orthography and grammar instruction. The functions of open questions are quite similar in the two data sets. This may indicate that the teachers’ open questions mediate an understanding of school culture and the values of the subject to the students, here how writing activities and grammar instruction should be interpreted. This article argues that we should go further than merely differentiating between open and closed questions and investigate the functions of open questions in the classroom.

STRENGTHENING CHARACTER EDUCATION IN ELEMENTARY SCHOOL WITH INTERNATIONAL CURRICULUM (A Case Study at Bestari Utami Elementary School, Garut)

Character education is necessary given to children from an early age, to manage their emotions and become individuals who have positive behavior for themselves and their surrounding environment in the future. The implication of good character education will make children do things consciously, committed, and competent, and grow into social beings who help each other, civilized and polite. This research aims to reveal the strengthening of character education for students at Bestari Utami elementary school in Garut. This school applies an entrepreneurial curriculum with international school learning methods, but still concerning character education to students based on the local cultural wisdom of Sundanese. This research uses a qualitative method with a case study approach. The primary data obtained through in-depth interviews with school managers and observations of learning activities at SD Bestari Utami. Secondary data obtained through literature and document reviews relevant to the research. Data analysis using interactive data analysis models from Miles and Huberman. The results showed that character education at SD Bestari Utami refers to equality and unity as a fundamental concept of school education. Children deserve to get quality education regardless of their ethnic, religion, and economic background. Strengthening character values based on Pancasila that comprises religious values, nationalism, independence, integrity, and cooperation are embodied through cultural arts lessons that are included in the school curriculum, as well as implementing learning that motivates children to be independent and able to work together with their friends. This study concludes that character education will be effective and give an impact if applied to students and school managers.

FORMATION OF AESTHETIC TASTES OF JUNIOR SCHOOLCHILDREN IN ART LESSONS

The article reveals the peculiarities of the formation of aesthetic tastes of junior schoolchildren in art lessons. The content and tasks of artistic and aesthetic development of students are determined by the categories of aesthetic culture, in particular the formation of aesthetic tastes, knowledge, needs, ideals, feelings, development of creative abilities, artistic and aesthetic skills. It was found that the creative nature of the process of formation of aesthetic tastes in the study of art, during art activities as part of the diverse development of personality, requires pedagogical conditions: an acquaintance of junior students with aesthetic, artistic and social content of art as an object of aesthetic tastes; mastering visual knowledge, practical skills and abilities in various types of art activities; use of non-traditional techniques and materials for mastering visual arts; creating a favourable, emotionally rich, humane learning environment in the classroom.The article also highlights the importance of artistic activity in the formation of aesthetic tastes of children of primary school age. During the creation of a certain image or product, students develop artistic taste, observation, creativity, aesthetic perception. In the process of artistic activity, children have the opportunity to embody in works their emotional state, their attitude to the surrounding reality, learn to create the beauty of the world, to notice it in life and in works of fine arts.It is claimed by the author that for the development of imagination, fantasy, creative activity of students, mastering certain knowledge and skills, ability to think, fantasize, it is advisable to use non-traditional drawing techniques that demonstrate an unusual, original combination of materials and tools.
 Keywords: aesthetic education; aesthetic tastes; art lesson; junior schoolchildren; art activities; pedagogical conditions; means of art; non-traditional drawing techniques.