Art Lessons Research Articles

Cultural Approach in Teaching Visual Arts and Literary Reading at the Primary General Education Level: Principles and Methodological Solutions

Introduction. Introducing elementary school students to the values of artistic culture in the lessons of fine arts and literary reading is an important aspect of primary education. The authors of the article focus on the cultural approach, which contributes to the expansion of space for interpersonal and intercultural interaction, self-expression and realization of essential, creative in nature, human forces, allowing to rely on the dominant system of values in society and build educational strategies based on the ideas of dialogue and humanism as a basic basis for common approaches in teaching different subjects. Methodology. The article presents a number of principles, including: the principle of continuity, continuity, the principle of combining theory and practice-oriented, communicative interaction, openness, inclusiveness of the educational environment, cultural appropriateness. The integration of these principles in the process of implementation of the subjects “Fine Arts” and “Literary Reading” at the level of primary general education allows the teacher to strengthen the educational context of the taught subject, to expand the possibilities of searching and justification of actual methodological solutions in the context of cultural approach in education. Results. The research resulted in methodological solutions presented in the form of variants of tasks for students on the material of studying watercolor painting and works of various genres in elementary school. Conclusions. The solutions proposed by the authors can be considered by teachers as methodological guidelines that demonstrate and reveal the specifics of the implementation of the cultural approach in teaching the subjects “Fine Arts” and “Literary Reading”.

Pedagogical Agent in Math versus Art Lessons: Impact on Learning, Perceived Workload, and Motivation

Pedagogical Agent in Math versus Art Lessons: Impact on Learning, Perceived Workload, and Motivation

An insightful project in chemistry and art lessons

AbstractSchon seit jeher passen Chemie und Kunst zusammen, da chemische Substanzen als Farbmittel und Pigmente eine fundamentale Rolle in der Malerei spielen [1]. Im Gegensatz zu den herkömmlichen Malfarben, die im Kunstunterricht zum Einsatz kommen, besitzt Phosphoreszenzfarbe einen spektakulären Nachleuchteffekt. In einem fächerübergreifenden Projekt des Chemie‐ und Kunstunterrichts konnten die Schülerinnen und Schüler einer 7. Jahrgangsstufe phosphoreszierende Malfarbe auf Basis von Zinksulfid selbst ausprobieren. Zusätzlich gelingen mit einer bemalten Holzplatte spektakuläre Leuchteffekte für den Chemieunterricht.

Творчий розвиток молодших школярів засобами художньої діяльності

The article is devoted to the actual and socially significant problem of creative development of children in the process of artistic activity. The younger school age as the initial stage of socialization of the child requires special attention. It is with the admission of the child to the institution of general secondary education that a purposeful pedagogical influence on his personality becomes possible. Artistic activity in the educational process is an essential basis in the creative development of children. After all, this contributes to the formation of the personal position of the child, the desire for self-expression, the development of cognitive interests, the formation of skills to understand the artistic image, etc. Creative development relies on a set of values, beliefs, and ideas that define what is important, valuable, and acceptable in life for a particular person or community. The article reveals the methodological aspects of the creative development of younger students in the process of artistic activity, methodological recommendations on the creative development of younger schoolchildren by means of artistic activity are highlighted, the pedagogical possibilities of artistic activity in the creative development of younger schoolchildren are determined and the ways of creative development of younger schoolchildren by means of artistic activity are outlined, the stages of creative development of younger schoolchildren in the process of artistic activity are determined, efficient methods and technologies of creative development of younger pupils in art lessons are allocated. The article reveals the main psychological and pedagogical prerequisites that ensure the creative development of younger students in the process of artistic activity, determines the place and role of art lessons in the creative development of younger students. The focus is on using a variety of artistic techniques, such as drawing, sculpting, appliqué, paperoplasty, etc., which stimulate the creative development of children and help younger students to express their emotions and feelings through artistic images and express themselves through the creation of their own works. The results of the study can be used in planning and conducting art lessons and other creative activities with children of primary school age.

Students' Perception of Blended Learning in Cultural Arts Lesson at SMA Pertiwi 1 Padang

Students' Perception of Blended Learning in Cultural Arts Lesson at SMA Pertiwi 1 Padang

Development of flipbook-based digital comics to improve learning outcomes on simple comic material

According to researchers, they have made observations at SDN Purwoyoso 02 Semarang and obtained results, the problems obtained are limited learning media and student learning outcomes which are still in the low category in the content of Fine Arts lessons. This research aimed to test the effectiveness and feasibility of using Digital Comic learning media in Fine Arts subjects for class IV students at SDN Purwoyoso 02 Semarang-Central Java. The type of research used is research and development (RnD), which follows a modified Borg and Gall 9-stage model. The results of the product assessment in the form of learning media validation carried out by experts in the field of materials and media obtained an average score of 92.5% with a classification of "very feasible". Media effectiveness with the T test obtained a significance value of 0.000. The N-gain calculation obtained a value of 0.5553 with "medium" criteria. So digital comic learning media can be said to be very feasible and effective to be applied in improving student learning outcomes. Researchers suggest that we always develop digital-based learning media and maximize existing applications to encourage educational progress in Indonesia.

미술교육에서의 온오프라인 연계학습 사례 연구

The purpose of this case study is to introduce examples of online-offline learning in art education, combin-ing online and offline approaches in the post-COVID era, and to elucidate their effectiveness and impact. Additionally, it aims to provide foundational data for the continuous implementation of online-offline learning in art education. This study presents a case of online-offline learning conducted with sixth-grade elementary students, showcasing how various edutech services were utilized in art classes. The results of this research are twofold. Firstly, that the provision of online instructional materials can bridge offline and online courses, with edutech playing a pivotal role in streamlining this connection. Secondly, by supplying suitable online resources and employing edutech services, it is possible to facilitate art lessons that alleviate the psycho-logical stress students may experience with drawing. This case study demonstrates how online-offline learn-ing can be realized in elementary school art classes and establishes a basis for the continuation of such research, highlighting its significance in the field of educational innovation.

An Interdisciplinary Educational Proposal in Junior High School: The Fractal Geometry in Science, Computer Science and Art Lessons

The purpose of this study is to provide an interdisciplinary approach to fractals within the traditional school curriculum. The proposed activities are expected to help teachers to provide a comprehensive and engaging learning experience for students that fosters deeper understanding, creativity, and connections within the sciences. Fractals are complex geometric shapes that are self-similar, and therefore exhibit similar patterns at every scale. They are created by repeating a simple process over and over. Fractals differ from traditional geometric shapes because they are non-regular, but are very common in nature, such as clouds, mountains, trees and snowflakes. Also fractals are impressive mathematical creations and can contribute a lot to the understanding of Junior High School mathematics because they could be fun and at the same time an exciting way to introduce many areas of mathematics and physics. By connecting fractals to different mathematical concepts and applications, Junior High School students can develop their problem-solving skills and gain a deeper appreciation for the beauty and complexity of mathematics.

Edpuzzle-based Interactive Video Media on Basic Dance Movement Material to Improve Student Learning Outcomes

The use of learning media is essential for learning to dance. But teachers still need to use the media to learn to dance. The lack of use of this learning media can affect the students’ learning outcomes, as the study aims to determine. This study aims to assess whether the development of interactive video media based on Edpuzzle, the primary dance movement material in art lessons, can improve student learning outcomes. This research method uses research and development. The model used is ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The source of this research data was obtained from observations, interviews, and questionnaires. The results showed that material experts' feasibility level of Edpuzzle-based interactive video media received a value of 81.25% with feasible criteria, and media experts obtained a value of 95% with very achievable criteria. So, the products developed in this study can be used in learning dance at SD Kota Semarang. Based on the results of media trials, it can improve student learning outcomes. The pre-test and post-test learning results of students in small-scale trials have an N-Gain value of 0.78 with high criteria. While in large-scale trials, get an N-Gain value of 0.77 with high criteria. This research implies that interactive video learning media based on Edpuzzle can improve dance students' learning outcomes. Besides, this media also helps students understand the material, making the learning process more effective.

Sceptical teacher and silent students: a case study of teacher changes during a teacher professional development programme

ABSTRACT This study focuses on an intervention programme designed to foster collectivity in classroom dialogue during sixth-grade language arts lessons, incorporating a coaching-based approach grounded in real classroom experiences. Specifically, we examine how this programme affected the beliefs and practices of a sceptical teacher in relation to increasing the participation of all her students in the classroom discourse. Centred on a case study of one teacher, the research uses multiple data sources, including video-recorded lessons and reflective interviews. The analytical approach is interpretative, taking into account the role of the researcher in influencing the observed phenomena. The intervention involved a video-stimulated reflection on a lesson leading to an impasse because the teacher could not work with all of the students due to her deficit beliefs about the students. In our analysis, a distinctive cyclical model encompassing six steps was introduced to delineate the evolution of the teacher’s beliefs. This model emphasises the crucial role a researcher plays in teacher learning, particularly in providing emotional support and aiding in the collaborative construction of teaching methodologies. Video recordings combined with ‘reflexive noticing’ made it possible for the teacher to recognise alternative interpretations of silent student interactions, thus challenging the previous deficit models. Recognising an impasse – an emotionally intense point of confusion – is essential in the process of belief alteration. The research suggests that while reflection is important, it alone is not sufficient; genuine change arises from teachers’ efforts to address and navigate confusion and impasse in their practices.

Развитие эстетических способностей учащихся начальной школы в процессе художественного образования

In the XXI century, more and more teachers are turning their attention to the possibilities of creative develop-ment of children, which are provided by visual activities. This educational aspect is especially important for primary school students, since during the designated period the child is at the stage of intellectual and physio-logical development that allows him to fully immerse himself in the world of art and express himself in it. Crea-tive activity contributes to improving the effectiveness of the educational process in primary school through the development of fine motor skills of the child, his imagination, spatial thinking. In addition, an art lesson is an important way of aesthetic education in elementary school. At the same time, it is important for the teacher to transform the pupil from an outside observer into an active participant of the creative process. The article identi-fies some practical problems that a teacher faces in the process of educating aesthetic abilities in the condi-tions of the modern educational situation. It is noted that their solution has a pronounced relevance for the prac-tice of art education. Strategies for educating the aesthetic abilities of primary school students based on tradi-tional and innovative concepts of art teaching are proposed.

DEVELOPMENT OF ARTS LEARNING MEDIA USING AUGMENTED REALITY WITH MARKERLESS BASED TRACKING METHOD AT SMKN 47

During the transitional time between Covid-19 and endemic, all Indonesian schools, and SMKN 47 in particular, had restricted educational opportunities. Due to challenges encountered by the instructor and 36 students majoring in accounting in grade 12, they were unable to carry out teaching and learning activities at school; art lesson formats with three-dimensional learning modules must be visualized in 3D. However, with hybrid teaching and learning utilizing presentations, displaying the learned 3D forms is less successful. In order to visualize three dimensions in fine arts classes using augmented reality technology, we require a new learning medium. The application of the Markerless Based Tracking approach in this work enables the presentation of a tracked 3D model in the surrounding environment in real-time by merging the actual and virtual worlds as if their boundaries did not exist. The augmented reality system scans flat surfaces utilizing points, as opposed to markers or other auxiliary media. Points used as pedestals or containers to elevate three-dimensional items. There are three sculptures and three traditional dwellings on show. Online examination outcomes average resulted a 78.2% that the AR Fine Arts application by instructors and students are therefore consistent and well accepted.

생성형 인공지능을 활용한 고등학교 미술수업의 실행과 분석 인공지능 기술의 비판적 인식 및 창의적 활용을 중심으로

This study aims to critically examine the use of generative AI in art education and address future directions regarding it in the upcoming era of AI. The art lessons using generative AI were implemented for high school students. The educational effects of the lessons are as follows. First, students’ AI literacy sig-nificantly improved as they delved into the mechanisms of generative AI and engaged in critical recognition. Second, students were able to creatively utilize the potential of AI technology to express artistic themes effectively. Third, an active interaction between human and AI actors allowed for a significant leap in students’ creativity. Fourth, the lessons broadened students’ perspectives on contemporary art and their creative art process. Consequently, this study offers valuable insights, proposing detailed art lessons that enable students to critically recognize generative AI at various levels and develop their competencies to creatively utilize AI technology.

Educational ideals and classroom realities: Developing teachers' concepts of dialogic pedagogy in real-world contexts

Professional learning processes aim to change teachers' pedagogical concepts, yet this process is obscure and understudied. Building on a conceptual change perspective, this study explored teachers’ concepts of dialogic pedagogy that emerged during professional development. The year-long process included 17 teachers, coaches, and researchers codesigning dialogic language arts lessons. Thematic analysis was used to map teachers' concepts and to investigate forces shaping them. Findings show teachers' concepts are embedded within classroom affordances and constraints and are influenced by broader educational contexts. Implications for teacher conceptual change include emphasizing pedagogical tensions, advancing practice-oriented designs, and adapting academic concepts to classroom contexts.

KEBIJAKAN KURIKULUM MERDEKA DAN IMPLEMENTASINYA DI SEKOLAH DASAR

The purpose of writing this article is to describe the independent curriculum policy and its implementation on campuses and elementary schools. The type of research used in this study is literature review research. The research approach used is in the form of systematic characteritic samples using sources of written works such as books, articles, policy documents, and other types of written works. The results of the analysis found that the independent learning policy document was 30 articles. This research procedure consists of 4 stages, including: (1) making designs, (2) conducting studies, (3) analyzing, and (4) compiling and writing results. The results of the review are divided into 3, namely: (1) independent curriculum, (2) implementation of independent curriculum on educational campuses, and (3) implementation of independent curriculum in elementary schools. In the independent curriculum, there are several characteristics, including: changes in class hours and teaching teachers, strengthening the profile of Pancasila students, local content, teaching modules, project-based learning, learning outcomes formed phases hierarchically, independent teaching platforms, and curriculum structure. For educational campuses, with the independent curriculum policy, the campus needs to complete course materials with the needs of an independent curriculum, the campus needs to provide learning rights to students to study outside the study program, the campus needs to adjust changes in the definition of credits, and the campus needs to conduct a scheduled study tracer to measure the quality of performance. Each elementary school is free to determine the curriculum to be applied. Some of the tasks if elementary schools implement an independent curriculum are the application of Natural and Social Sciences, the integration of skills lessons in art lessons, and the application of school assessments

Do You Want to Increase Physical Activity in Adolescents? A School-Based Physical Activity Program Could Be an Efficient Way.

The aim of this study was to assess the effects of a classroom-based physical activity program, using bike desks, on academic and physical performance in adolescents. The Program to Enhance and Develop Active Lessons (PEDAL) was designed for this purpose, expecting an increase in students' physical activity without any decrease in academic performance. This intervention based on pedal or bike desks-stationary bikes that integrate with a desk workspace-was conducted with 55 high- school students who were randomly assigned to two groups: a PEDAL group (n = 28, 14.86 ± 0.65 years old, 46.4% girls) and a control group (n = 27, 15 ± 0.68 years old, 51.9% girls). Throughout the intervention, the PEDAL students pedaled 4 days a week for 10 weeks during their Spanish-language arts lessons. The comparisons between the PEDAL group and the control group, as well as the pre- and post-test results, were statistically analyzed to verify the students' physical activity (i.e., IPAQ-SF, heart rate monitors, polar OH1+), cardiorespiratory capacity (20 m shuttle run test), and academic performance (d2 test of attention and language proficiency test). Regarding the physical aspect, only the PEDAL group showed significant growth in their physical activity levels as compared to the pre-test data (p = 0.001), and they achieved higher results compared with the control group (p = 0.022) and less sedentary time than control students (p = 0.012). Concerning cardiorespiratory fitness, there were no post-test differences between the two groups (p = 0.697), probably because the physical activity performed with the bike desks was light-moderate. As far as academic performance is concerned, no significant post-test effects were discovered in either group on the levels of language competence (p = 0.48), attention (TOT, p = 0.432), and concentration (CON, p = 0.216). In conclusion, adolescents who move while learning, using bike desks, increase their light and moderate physical activity without any detriment to academic performance.

Implementation of Interdisciplinary Connections in the Lessons of Fine Arts in Elementary School

The article examines the peculiarities of the implementation of interdisciplinary connections in the lessons of fine arts in elementary school, in particular, the concept of «interdisciplinary connections» is substantiated, the levels of interaction of educational subjects are outlined (surface interaction, the influence of one discipline on another, the interrelationship of disciplines). A comparative characterization of interdisciplinary connections and integration in fine arts lessons in elementary school was carried out. Functions (educational, educational, developmental, didactic, integrative, constructive, psychological), types of interdisciplinary connections (content-informational, operational-activity, organizational- methodical) and types of interdisciplinary tasks (knowledge, activity, value-oriented).
 The implementation of interdisciplinary connections in fine arts lessons contributes to the holistic display of educational material, activating younger students to study. Intersubject connections act as an element of integration, relying on knowledge from other educational fields, but in a combination of no more than three in one lesson, and precisely with the main subject in the lesson - visual arts, all other educational subjects are secondary. Since fine art integrates the knowledge of different fields, in such lessons it is possible to realize interdisciplinary connections with music, mathematics, Ukrainian language and literary reading, lessons "Design and technologies", computer science and lessons "I explore the world" (natural, social and health preservation, civic and historical educational fields).

Teaching through objects and collections: The case of Strängnäs Secondary Grammar School and school museum 1830-1960

This paper aims to introduce educational history to multimodal studies by combining a source-oriented approach with multimodal social semiotics. We trace the role of objects and collections in teaching and learning, and focus on Strängnäs Secondary Grammar School in Sweden 1830-1960 as a case example. Closely examining original documents, remaining physical objects, and examples of their situated use as represented in photographs and drawings, the paper provides a nuanced perspective on how object-based pedagogy was applied. It traces how objects and artefacts were incorporated into the school’s collections, by the actions of different actors, in processes of recontextualisation and framing. The activity types that we use as examples, include: drawing lessons in art, weapons practice in physical education, plant collecting in botany, and map exercises in history. These examples show how objects and their meaning potential were used in teaching and learning, and how they realized certain discourses of schooling. Based on our examples, we can see how educational discourses such as progressivism came to have different impact in different subjects. While an authoritarian and national discourse prevailed in art and physical education, a scientific and progressive discourse seem to have been established in botany and history. By combining multimodality with historical research, we can understand meaning-making within a larger context of sociocultural practices and sociopolitical forces.

The Effect of Project-Based Learning in Visual Arts Lesson on Lesson Outcomes and Attitudes

Project-based learning in visual arts lesson is an effective method to develop students' creativity, self-confidence and learning skills. The aim of this study is to examine the effect of project-based learning method applied in 7th grade visual arts lesson on lesson outcomes and attitudes compared to traditional teaching. The study was conducted with a pretest-posttest control group experimental model. The experimental process lasted 5 weeks for the experimental and control groups. At the beginning of the experimental procedures of the study, the 7th grade visual arts lesson achievement test and attitude scale towards visual arts lesson were applied to the experimental and control groups simultaneously as pre-test. In the experimental group, the visual arts lesson was taught with the project-based learning method, while in the control group it was taught with the traditional teaching method. The 7th grade visual arts lesson achievement test and attitude scale towards visual arts lesson were used to collect research data. According to the research findings, when the post-test results between the group in which the project-based learning method was applied and the group in which the traditional method was applied were examined, significant differences were found in favor of the experimental group in which the project-based learning method was applied. The project-based learning method had a positive and high level effect on the visual arts lesson achievements and attitudes of 7th grade middle school students.

Postmodernism in Visual Arts Lesson and Its Reflections on Students

Postmodernism emerged as a movement that opposed the dominant views of modernism in the field of art. Postmodernism, which originated in architecture and gradually influenced many areas of art, is discussed in this study with a focus on painting and visual arts education. In high school programs in Turkey, it is important for students to be able to examine the past, embrace the present, the era, and the postmodern way of thinking. When the relevant literature was reviewed, it was determined that there is no research on how postmodernism is used in art education in terms of student learning outcomes. The aim of this research is to determine how high school visual arts teachers incorporate the postmodernism movement into their teaching and to identify any changes in students’ interest levels in the course. In this study, a qualitative research method was used, specifically the case study design. The sample of the study consisted of four visual arts teachers who work in one central and three district schools in Yalova province. Two semi-structured interview forms and document analysis were used as data collection tools. The findings were analyzed using thematic analysis. According to the research findings, it was determined that the participating teachers conveyed the artistic and intellectual structure of postmodernism to students through various teaching methods during the lesson process. However, they were unable to achieve all the learning outcomes related to postmodernism. The study also revealed that students demonstrated changes in the methods they preferred to employ in their artwork after learning about postmodernism and being exposed to examples of postmodern art. Moreover, students provided both positive and negative critiques, reflecting their aesthetic perspectives on postmodern artworks. This research is considered important in terms of serving as an example for teachers and contributing to the literature.