Visual Arts Classes Research Articles

Современные способы развития познавательной активности детей дошкольного возраста на занятиях по изобразительному искусству

This article examines the use of gaming technologies in the development of cognitive activity of preschool children using the example of the introduction of Advent Calendar technology in visual arts classes. In the process of analyzing the problem of developing the cognitive activity of preschool children by means of drawing, the author comes to the conclusion about the rationality of using innovative gaming technologies. As such, the use of the Advent Calendar technology is proposed. This approach in the work of a teacher of preschool and additional education can be identified as innovative, since it was introduced into the process of teaching and upbringing relatively recently, but certainly showed its effectiveness. Based on theoretical analysis and own observations, a conclusion was made about the effectiveness of using this technology in the formation of universal educational activities, curiosity, imagination, aesthetic taste and other personal qualities necessary for the successful development of a preschooler. The following research methods were used: the study and analysis of the thematic literature on the topic of the work, conducting a pedagogical experiment consisting of several stages, including diagnostics at the ascertaining and control stages. The relevance of the research is due to the need for a variety of learning processes in organizations of additional and preschool education and the introduction of modern innovative technologies in visual arts classes. This development meets not only the modern demands and needs of society, but also the requirements of the Federal State Budget. The article will be useful for educators, primary school teachers, as well as specialists interested in improving the system of preschool and additional education.

USING “CANVA FOR EDUCATION” APPLICATION WITH COLLABORATIVE LEARNING IN VISUAL ARTS LESSON: SAMPLE ACTIVITIES FOR TEACHERS

The proliferation of Web 2.0 tools in visual arts education has ushered in multifaceted learning environments that cater to diverse sensory experiences. Among these tools, Canva for Education stands out, offering an array of visual assets, content, and templates for diverse design endeavors. This tool not only augments learning experiences but also enhances creativity by piquing students' engagement through its myriad features. Nonetheless, the efficacy of such a tool is augmented when intertwined with active learning methodologies in pedagogical settings. Specifically, when Canva for Education is embedded within a collaborative learning framework, it fosters a distinct learning milieu, promoting peer-to-peer interactions. In this paper, activities that can be implemented in collaborative groups with Canva for Education application in middle school visual arts class were introduced. These activities were prepared within the framework of the objectives related to the use of technology in visual arts curriculum in Turkey. Within the scope of this study, products developed with different design types are presented to guide teachers. It is thought that these activities will provide insights for practitioners and students on the use of Canva for Education.

Secondary School Students’ Response to Learning the Concept of Destruction and Transformation of an Artwork into Another Artwork in the Visual Arts Class

This empirical study aimed to introduce the concept of destruction and transformation into secondary school art education as a potential way of incorporating conceptual and contemporary artistic practices. Experts have highlighted the absence of such content in art education, emphasising the responsibility of teachers to integrate it into the learning process thoughtfully. To encourage students to engage in profound thinking about destruction and internalise the essence of conceptual art through practical experiences, we conducted a study at a Ljubljana secondary school. Here, students created their initial artwork (ready- made), a prerequisite for its subsequent destruction and transformation into a new artwork. We included two first-year classes, exploring 1) their response to the presented artworks aligned with the researched concept, 2) their attitude towards destroying and transforming their initial art- work, and 3) their response to the concept of destruction and transformation through their creative practice. Over four school hours, we gathered data through both qualitative and quantitative research techniques. The results showed that in-depth discussions of conceptual foundations led to a predominantly positive student attitude towards contemporary artworks. They not only understood but also internalised the essence of these artworks, which was vividly reflected in their practical artistic expressions. In conclusion, the study effectively introduced the concept of destruction and transformation into secondary school art education, promoting a deeper understanding of contemporary art among students while cultivating their creative and critical thinking skills.

Promoting low-achieving students’ epistemic understanding of discourse: a video-based visual learning analytics approach

ABSTRACT This study examined fostering low-achieving students’ epistemic understanding of discourse in knowledge building classrooms using video-based visual learning analytics. The participants were two Grade 9 visual arts classes of low-achieving students. The experimental class (n = 33) engaged in a knowledge building classroom supported by video-based visual learning analytics, and the comparison class (n = 29) in a regular knowledge building classroom. Quantitative analysis of questionnaire data indicated that the experimental class acquired a deeper epistemic understanding of discourse and domain knowledge than the comparison class. Four themes related to knowledge building principles were identified, including improving ideas, developing community knowledge, creating new knowledge, and synthesizing ideas. Qualitative analysis of classroom talk, interview responses, and prompt sheets described how the scaffolding of video-based learning analytics helped students develop their understanding. The implications of using video-based visual learning analytics as scaffolds to promote low-achieving students’ epistemic understanding are discussed.

Cultivating virtue literacy in visual arts classes: Reflection on a fine-arts intervention aimed at moral education in a lower-secondary school in Iceland

ABSTRACT In this paper, I discuss the results of focus-group interviews with teachers and pupils in Iceland who participated in an intervention in visual arts classes aimed at cultivating virtue literacy, critical thinking, and moral deliberation through pupils’ creativity and discussions regarding moral topics. Pupils and teachers generally welcomed the ethical approach of the project, but thematic analysis revealed challenges to implementing moral education in a traditional school setting. The results suggest that although the value of the arts for moral reflection and deliberation is widely recognised, interventions for moral education need to consider the existing national educational framework, general educational aims, local school culture and the diverse characteristics of pupils and teachers.

Digital Media Practices: Exploring the Challenges of Graphic Design Students in Senior High Schools in Ghana

The development and introduction of digital technology for the past three decades have affected every aspect of human life. Since the introduction of digital technology in schools and colleges, most Graphic Design(GD) students have had difficulties making use of these digital technologies for their various artistic expressions. Therefore, exploiting the use of Information and Communications Technology (ICT) in the visual arts classroom has been rather challenging for students. This study thus set out to explore the challenges of Graphic design students in Senior High Schools (SHS) in Ghana. The study was conducted quantitatively. It employed the purposive sampling methodology to select four Senior High Schools where Visual Arts is studied in the Ho Municipality in the Volta Region of Ghana. The simple random sampling method was used to select 400 students from the four schools to answer the designed questionnaire. The result revealed that GD students do not involve computer applications in design knowledge to enhance creativity in the Visual Arts class because they were not taught how to use the computer application software for their practical work. It is recommended that there is a need to investigate to know the factors affecting the proper integration of ICT in the learning of Visual Art at the SHS level. Secondly, students should be trained to use ICT software to do Graphic Design work in the classroom. Keywords: Graphic Design, Digital Technology, Visual Art Education, Computers.

Artistic pedagogies in an emergency: Perspectives from nine visual arts teachers in the north, centre and south of Chile

Due to the COVID-19 pandemic of 2020–21, schools in Chile suspended face-to-face activities. This led to an ‘educational emergency’, generating proposals for what some authors have called Emergency Remote Teaching (ERT). This article describes the teaching experiences of nine visual arts teachers from northern, central and southern Chile, who implemented their pedagogical proposals by dispensing with the workshops and materials commonly used in visual arts classes. The study examined the processes of uncertainty experienced by the teachers by collecting and analysing ‘in situ’ accounts and arguments using a qualitative approach. The main results indicate that the teachers showed agency and a great capacity to be flexible in response to changing scenarios. It can also be observed that ERT emphasizes the ambivalent position of visual arts as a subject in schools and demonstrates the difficulty that some students experience accessing and using certain technologies, questioning the belief that they are ‘digital natives’.

DEVELOPMENT OF PUPIL’S CREATIVE ACTIVITY THROUGH ORGANIZING FINE ART CLASSES IN NATURE

This article talks about the achievements of conducting visual art classes in nature, in the landscape, in order to develop students' creative thinking and ability and artistic thinking.

The Effect of Using Digital Drawing Programs in Secondary Education Visual Arts Class on Students' Environmental Attitudes and Creativity

Bu araştırma görsel sanatlar dersini alan ortaöğretim 10. Sınıf öğrencilerinin temel tasarım ilke ve elemanları ünitesindeki uygulamalarını dijital çizim programları kullanarak gerçekleştirmelerinin çevresel algı ve yaratıcılıklarına olan etkisini belirlemek amacıyla gerçekleştirilmiştir. Nitel araştırma yöntemi kullanılarak öğrencilerin görüşlerini derinlemesine araştırabilme imkânı sağlanmıştır. Araştırmada çalışma grubunu, Menemen ilçesine bağlı Halide Gencer Mesleki ve Teknik Anadolu Lisesinde, 2021-2022 bahar yarıyılında 10. Sınıfta öğrenim gören ve Görsel Sanatlar dersini alan öğrenciler oluşturmaktadır. Araştırmada 12 sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmış, analizleri yapılmıştır. Lise düzeyi görsel sanatlar dersi alan bir grup öğrenci üzerinde yapılan araştırmada öğrencilere uygulama yapabilecekleri basit düzeyde dijital çizim programları kullandırılmış, bu sayede öğrenmiş oldukları temel tasarım bilgilerini uygulamaları sağlanmıştır. Bu araştırma sonucu elde edilen bulgular ışığında; öğrencilerin çevresel duyarlılıklarının arttığı ve yaratıcı düşünme becerilerine olumlu etkileri olduğunu ifade etmişlerdir.

Digital Learning Experience in Museums: Cultural Readings in a Virtual Environment

This study revolves around primary and secondary school visual arts teachers’ cultural and critical readings on their VR museum experience through object and representation. As part of the in-service training and research project, the study was carried out in the provinces of Çanakkale, Erzincan, Kayseri, Diyarbakır, Giresun, Mersin, Denizli, which were selected from seven regions of Turkey within a seven-month period. 508 primary and secondary school visual arts teachers participated in the study. The study is a case study and teachers’ readings related to the object and representation in the virtual museum and their VR museum experiences formed the units of analysis in the study. The data of the study was collected through worksheets, pre-evaluation forms, participant diaries and focus group interviews with voluntary teachers and content analysis method was employed to analyse the data. In the study, teachers were motivated to incorporate social and personal contexts into their readings of the object-space-representation. The results denoted that the activity enhanced teachers’ learning experiences in terms of personal and professional contexts. Although teachers highlighted that VR museum experiences could not offer much more rich experiences than the actual museum visits, they believed that it could be effective for visual arts classes and be blended with various learning activities given that the virtual museum experience offers the possibility of exploring a museum without a barrier of distance and incite enthusiasm and learning interest through digital technologies (e.g., sound, motion, immersive experience).

THE ROLE OF INNOVATIVE EDUCATIONAL METHODS IN VISUAL AND APPLIED ART CLASSES

THE ROLE OF INNOVATIVE EDUCATIONAL METHODS IN VISUAL AND APPLIED ART CLASSES

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.

The effects of regular participation in visual art classes on mature adults

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Modern Approaches to the Teaching of Fine Arts

The present research focuses on modernizing the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1) knowledge and understanding of visual arts terms, (2) abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3) creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school.

Modern Approaches to the Teaching of Fine Arts

The present research focuses on modernizing the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1) knowledge and understanding of visual arts terms, (2) abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3) creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school.

Aesthetic inquiry in visual arts education of 6th graders within the framework of Maxine Greene’s aesthetic view on education: An action research

This study is an aesthetic inquiry, as part of a visual arts class, from the standpoint of Maxine Greene's aesthetic perspective in education. By adopting Maxine Greene's perspective, affective learning comes to the fore along with cognitive learning, and accentuates multiple realities through the imagination through the research experiences of the artist, in the process of aesthetic inquiry. The purpose of this study is to reveal the improvement in students’ interpretation processes from different perspectives through aesthetic inquiry in visual arts classes. The study uses action research design, one of the qualitative research designs. It covers a 14-week course at a public middle school. Thematic analysis was used to interpret the data and the research findings were presented. According to the findings, It could be argued that the students reached a broader perspective by reflecting what they discerned in the course processes, the connections they established in relation to their knowledge, feelings and experiences, the differences in their ideas and the developments they observed in themselves from their personal perspectives. The students displayed empathy by seeing different ideas together in the course processes and gained new understandings from multiple perspectives. Under the teacher’s guidance, the students develop a clear perspective of what they can do in works of self-expression and artistic practice by asking questions on what they were curious about, and explaining the reasons for their ideas.

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.

Innovating Culturally Responsive Pedagogy With the Craft Fun Kit (CFK)

This study presents findings on the implementation of a teaching learning tool to enhance culturally responsive learning to enhance awareness of and knowledge about Malaysian traditional crafts in Visual Art classes. Most research in the Malaysian context exploring culturally responsive pedagogical methods has investigated theoretical and general properties, but few have attempted to investigate innovating tools to improve teaching and learning in schools and higher education. New methods with interesting features to teach certain cultural elements will not only trigger learning but can also instil the targeted values in students especially those living in multi racial countries. Using the Design and Development Method for one such tool, this study presents an evaluation of the Craft Fun Kit utilised by an experienced Visual Arts Education teacher in his class to study the students’ responses to and acceptance of the tool both to enhance learning and multicultural awareness. The overall results found that the Craft Fun Kit is relevant and appropriate as a learning tool which can enable students to attain Visual Art education learning outcomes at the secondary school level in Malaysia.

Wychowanie przez sztukę w kontekście edukacji plastycznej dziecka w młodszym wieku szkolnym

The aim of the article is to indicate the essence and possibilities of educating through art children in grades 1-3 of primary school during visual art classes. In the study, the need to raise the level of competences of early childhood education teachers in terms of creating conditions for children to learn about and experience art directly has been emphasized. Aim of the research: The aim of the article is to show the educational values of art realized in the course of children's art education in grades 1-3 of primary school. State of knowledge: Raising a sensitivity to beauty and developing the ability to express and reproduce art using various methods and techniques was established as a pedagogical task of a teacher in the scope of visual arts education. The encounter with art is the basis of the process of discovering its values. Conclusion: The text emphasizes that raising a child through art is connected not only with the need to constantly expand knowledge in this area, but above all to motivate children's artistic creativity.

Inclusive Artmaking in High School Visual Arts Classes

In this article, I examine inclusion, disability, image making, and representation through case studies in a high school setting. K–12 school settings often focus on student deficits; however, the theories of disability studies provide a critical model for understanding language, disability, and enabling structures that move away from deficit models. Grounded in a disability studies framework, I focus this article on students’ capabilities to develop artmaking skills and the value of diverse image making. Although universal theories of artistic development exist, the literature review suggests that student artistic development varies. Through case studies, I examine inclusion for students with emotional disabilities using artwork, interviews, and observational data. I examine student artwork in terms of individual development of artmaking skills as measured quantitatively by a rubric. A qualitative analysis of student artwork and interviews reveals students’ inclusion as an opportunity to become members of a community and create work that expresses individual viewpoints.