scholarly journals The Development of Psycho-Didactic Skills within Special Art Education Projects

2014 ◽  
Vol 4 (2) ◽  
pp. 60-66
Author(s):  
Hana Stadlerová
Keyword(s):  
Qualitative Research ◽  
Art Education ◽  
Research Program ◽  
Education Projects ◽  
Art Activities ◽  
Didactic Skills

AbstractThe paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE), a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.

scholarly journals Design of Educational Art Activities for Preschoolers

2020 ◽  
Vol 9 (3) ◽  
pp. 57
Author(s):  
Xiaoxi Liu
Keyword(s):  
Early Childhood ◽  
Effective Teaching ◽  
Art Education ◽  
Teaching Method ◽  
Fine Arts ◽  
Social Economy ◽  
Fine Art ◽  
Children's Art ◽  
Learning Progress ◽  
Art Activities

<p>With the constantly development of social economy, fine art has received more and more attention in people's learning progress. Meanwhile, art, as an important part of fine art education, plays an irreplaceable role. Early childhood is the vital stage for the study of fine arts and promoting toddlers to develop good art capability, which is quite important for preschooler's development. Children's painting should not only be understood correctly and objectively but also need to be given correct guidance. The key to art education for preschoolers is to create a good painting environment for them. Besides, teacher's reasonable and effective teaching method is also a key link in cultivating children's art capability.</p>

scholarly journals ANALISIS KEMANDIRIAN DALAM KEGIATAN SENI TARI USI 5-6 TAHUN DI TK SANTA THERESIA UNGARAN

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Magdalena Isti Sriwati ◽  
Ratna Wahyu Pusari
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Research Method ◽  
Social Aspects ◽  
Data Collection Methods ◽  
Self Confidence ◽  
Natural Objects ◽  
Art Activities ◽  
Collection Methods

Latar belakang yang mendorong penelitian ini adalah banyak dijumpai di TK Santa Theresia Ungaran terdapat beberapa anak yang pada saat melakukan kegiatan tari, tampak berbagai reaksi anak yang berbeda-beda salahsatunya seperti kurangnya percaya diri pada anak.Fokus dalam penelitian ini adalah kemandirian dalam kegiatan seni tari pada usia 5-6 tahun di TK Santa Theresia Ungaran dengan tujuan untuk menganalisa kemandirian dalam kegiatan seni tari usia 5–6 tahun di TK Santa TheresiaUngaran. Penelitian ini menggunakan penelitian kualitatif. Penelitian kualitatif adalah metode penelitian yang digunakan untuk meneliti pada kondisi objek yang alamiah sesuai dengan kondisi di lapangan tanpa adanya manipulasi dari peneliti. Metode pengumpulan data pada penelitian ini adalah dengan metode observasi, wawancara dan dokumentasi. Penelitian ini menganalisa tentang Kemandirian dalam kegiatan seni tari di TK Santa Theresia Ungaran. Penelitian ini membahas mengenai aspek kemandirian dalam kegiatan seni tari yang meliputi aspek emosi, intelektual dan sosial.Hasil penelitian menunjukan bahwa kemandirian dapat diterapkan dalam kegiatan seni tari. Kemampuan kemandirian dapat dimunculkan dalam beberapa aspek yaitu aspek emosi, intelektual dan sosial dimana anak sudah mampu menunjukan rasa percaya dirinya, tidak tergantung kepada orang tua maupun kepada guru pada saat mengikuti kegiatan tari. Berdasarkan hasil penelitian ini saran yang disampaikan adalah kepada siswa dan guru bahwa kemandirian juga dapat di terapkan dalam kegiatan tari, yang diharapkan siswa mampu bersikap mandiri dalam segala aktifitasnya, khususnya dalam kegiatan seni tari.Kata kunci : Kemandirian. Tari ABSTRACTThe background that led to this research was that there were many children in Santa Theresia Ungaran kindergarten, there were several children who when doing dance activities, showed various reactions of different children, one of them was a lack of confidence in children.The focus of this research is the independence in dance activities at the age of 5-6 years in Santa Theresia Ungaran kindergarten with the aim of analyzing the independence in art activities from the age of 5-6 years in Santa Theresia Ungaran kindergarten.This study uses qualitative research. Qualitative research is a research method used to examine the condition of natural objects in accordance with the conditions in the field without manipulation by the researcher. Data collection methods in this study are by observation, interview, and documentation. This study analyzes the independence of dance activities at Santa Theresia Ungaran Kindergarten. This study discusses the aspects of independence in dance activities that cover emotional, intellectual and social aspects.Research results show that independence can be applied to dance activities. Independence skills can be raised in several aspects, namely emotional, intellectual and social aspects where the child is able to show his self-confidence, not dependent on parents or teachers when attending dance activities. Based on the results of this study the suggestions submitted are to students and teachers that independence can also be applied in dance activities, which students are expected to be able to be independent in all their activities, especially in dance activities.Keywords: Independence. Dance

scholarly journals IMPLEMENTASI KEBIJAKAN PROGRAM PEMBANGUNAN INFRASTRUKTUR PEDESAAN (PPIP) DI DESA LOPANA SATU KECAMATAN AMURANG TIMUR KABUPATEN MINAHASA SELATAN

2019 ◽  
pp. 1-13
Author(s):  
Ismail Nurdin ◽  
Megawati Cindy Rorimpandey
Keyword(s):  
Qualitative Research ◽  
Policy Implementation ◽  
Program Implementation ◽  
Research Program ◽  
Development Program ◽  
Regional Government ◽  
Infrastructure Development ◽  
Rural Infrastructure ◽  
Edward Iii ◽  
The Village

The purpose of this study is to describe comprehensively and provide recommendations from the results of this PPIP research program. This study uses the theory of Edward III. This research is a qualitative research using descriptive methods through a deductive approach. The technique of collecting data is done by interviews, observation, and documentation. Based on the results of the study, it is known that the PPIP Program Implementation in Lopana Satu Village has not run optimally. This causes the Village Development to proceed slowly. Then the community has distrust in the implementation of the program due to the failure of development in the previous program period. This program also has problems in managing funds that are a resource in this program. For this reason, the Regional Government should pay more attention to matters, namely approaching the community for the smooth running of the program and improving management problems and the PPIP funding budget Keywords:  Policy Implementation, Rural Infrastructure Development Program, and Adequate Infrastructure

scholarly journals Project Based Learning Pedagogical Design in STEAM Art Education

2020 ◽  
Vol 16 (3) ◽  
pp. 102
Author(s):  
Ahmad Dasuki Mohd Hawari ◽  
Azlin Iryani Mohd Noor
Keyword(s):  
Art Education ◽  
Teaching Strategies ◽  
Project Based Learning ◽  
Demand Learning ◽  
Artistic Process ◽  
Learning Content ◽  
Pedagogical Design ◽  
Art Classroom ◽  
Art Activities ◽  
And Mathematics

This paper explores the potential of Project-Based Learning (PBL) approach in a multidisciplinary art classroom involving STEAM (Science, Technology, Engineering, Art, and Mathematics) education. The PBL approach involves a dynamic classroom approach, which emphasises on long-term learning, interdisciplinary and student-centred art activities. This implementation would benefit the teaching strategies in art projects; helping students understand lessons, improving communication and soft skills, as well as enhancing leadership skills and creativity. However, there are some concerns related to the PBL approach: i) difficulties in finding appropriate teaching strategies, ii) choosing suitable projects, iii) selecting relevant measurement tools or assessing rubrics, and iv) developing learning content to suit the objective and the main purpose of the art curriculum. In identifying this approach’s potential, a study was carried out involving two art teachers in their respective classrooms. Data was collected through interviews, observations, and document analysis of their teaching strategies, which included three main phases of PBL implementation in creating art projects. The findings suggest that the PBL pedagogical design has the ability to improve teaching strategies and with potential to replace a traditional, teacher-led art classroom. The approach is effective in guiding teachers to manoeuvre an authentic art lesson while benefiting the students through emphasis on the artistic process of creating a STEAM project, while focusing on culminating the necessary art content through active collaboration, exploration of real-world challenges and curricular activities’ problem-solving. However, a number of challenges were identified, such as curriculum demand, learning content, teachers’ and students’ attitude, and access to instruments. Hence, a number of suggestions and recommendations are proposed to help resolve the challenges. The implications of the study on arts curriculum, school systems and other higher institutions are also discussed. Keywords: Project-Based Learning, Art Education, STEAM

scholarly journals An Evaluation of Educational Strategies and Work Towards Art Education of the Gifted in the History of Education in Turkey

2020 ◽  
Author(s):  
Eylem Tataroğlu
Keyword(s):  
Qualitative Research ◽  
Art Education ◽  
History Of Education ◽  
Historical Research ◽  
Educational Strategies ◽  
History Of ◽  
Education In Turkey ◽  
Research Types

The study has been designed in line with descriptive and historical research models among qualitative research types

scholarly journals SISTEM PENURUNAN KETERAMPILAN SENI LUKIS WAYANG KAMASAN OLEH I NYOMAN MANDRA

2019 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
I B SHINDU PRASETYA . ◽  
Drs.Agus Sudarmawan, M.Si. . ◽  
I Wayan Sudiarta, S.Pd., M.Si. .
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Art Education ◽  
Cultural Preservation ◽  
The Other ◽  
Work Skills ◽  
Education Department ◽  
Sensitivity Training ◽  
Inheritance System ◽  
The Subject

SISTEM PENURUNAN KETERAMPILAN SENI LUKIS WAYANG KAMASAN OLEH I NYOMAN MANDRA Oleh Ida Bagus Shindu Prasetya, NIM 1412031025 Jurusan Pendidikan Seni Rupa ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan (1) latar belakang murid I Nyoman Mandra dalam menimba keterampilan melukis wayang Kamasan, (2) tahapan-tahapan yang dikerjakan I Nyoman Mandra di dalam mengajarkan melukis wayang Kamasan pada muridnya, dan (3) hasil karya lukis para murid I Nyoman Mandra dalam pembelajaran melukis wayang Kamasan. Subjek dan objek penelitian ini adalah karya lukis I Nyoman Mandra sebagai referensi belajar murid-muridnya serta proses penurunan keterampilan seni lukis wayang Kamasan. Penelitian ini merupakan penelitian deskriptif kualitatif. Pengumpulan data dalam penelitian ini menggunakan teknik (1) observasi, (2) wawancara, (3) dokumentasi, dan (4) kepustakaan. Hasil penelitian ini menunjukkan bahwa (1) Hal yang melatarbelakangi murid-murid Nyoman Mandra untuk belajar melukis di Sanggarnya bukan hanya karena faktor ekonomi dan sekedar hobi, namun juga karena kesadaran akan pentingnya melestarikan budaya yang sudah turun temurun. (2) Penurunan keterampilan melukis di sanggar Nyoman Mandra diawali dengan pemahaman tema untuk mengenal karakter dalam cerita pewayangan, dilanjutkan dengan pemahaman bentuk karakter wayang, seperti mata, hidung, mulut, kumis, wajah, hiasan gelung, telinga, sikap tangan, kaki, hiasan gelang tangan dan kaki, hiasan dada dan wastera sampai dengan hiasan-hiasan di luar tokoh wayang seperti hiasan bingkai, hiasan dalam ruang, hiasan batu-batuan dan hiasan pepohonan. Setelah itu diberikan pemahaman penempatan warna. (3) Hasil dari lukisan wayang Kamasan yang dibuat murid-murid dari sistem Aprentisip dan sistem Pewarisan memiliki tingkat kemiripan yang berbeda dengan hasil lukisan Nyoman Mandra, dimana hasil lukisan Wayang Kamasan dari anak-anak Nyoman Mandra lebih mendekati karya Nyoman Mandra sendiri dibandingkan dengan murid pada zaman dulu dan atau sekarang yang melalui sistem Aprentisip. Walaupun hasilnya berbeda, kedua sistem ini sama-sama memberi manfaat bagi para pebelajar antara lain mengembangkan sensitifitas, melatih kreativitas, membina sikap kecermatan, ketekunan, kerapian dan kerja sama. Selain itu, memupuk apresiasi terhadap hasil kerja keterampilan, memupuk bakat dan minat dalam keterampilan melukis Wayang Kamasan.Kata Kunci : wayang, kamasan THE INHERITANCE SYSTEM OF PAINTING SKILL OF KAMASAN PUPPET BY I NYOMAN MANDRA By Ida Bagus Shindu Prasetya, NIM 1412031025 Art Education Department ABSTRACT The objectives of this study were describing about (1) background of I Nyoman Mandra’s students in drawing on painting skill of Kamasan puppet, (2) the steps which were done by I Nyoman Mandra in teaching about painting Kamasan puppet to his students, and (3) the painting results by I Nyoman Mandra’s students in learning about painting Kamasan puppet. The subject and object of this study was the painting result by I Nyoman Mandra as a reference for his children to learn and the process of lowering painting skill of Kamasan puppet. This study was descriptive qualitative research. The methods of data collection in this study were used (1) observation, (2) interview, (3) documentation, and (4) literature. The result of this study showed that (1) it was the background for Mr. Mandra’s students to learn painting in his studio, not only because of economy factors and hobbies, but also the awareness of the importance of cultural preservation that has been declining for generations. (2) The lowering of painting skill in the Mr. Mandra’s studio was started with the understanding of themes to know the puppet’s characters, continued with the understanding of the shapes of the characters, such as eyes, nose, mouth, mustache, face, head ornament, ears, arms, legs, hands and legs ornaments, chest ornaments and another ornaments outside of the characters such as frame, decoration in room, rocks decoration, and trees decoration. Next was given the understanding of color placement. (3) The painting results from Kamasan puppet which were made by the students from Aprentisip system and inheritance system had similar level which was different with Mr. Mandra’s painting result where the painting of Kamasan puppet from his children were more closer to Mr. Mandra’s than Mr. Mandra’s students through Aprentisip system. Although the results were different, both systems gave benefits for learners such as developing sensitivity, training creativity, developing intelligence, perseverance, tolerance, and cooperation. On the other hand, it was fostering the appreciation of result of work skills and fostering talent and interest in painting Kamasan puppet.keyword : Puppet, Kamasan

SKIB-71 in Textual and Visual Memories

2019 ◽  
Vol 6 (1) ◽  
pp. 6-19
Author(s):  
Abhi Subedi
Keyword(s):  
Art Education ◽  
Significant Phase ◽  
The Subject ◽  
Art Activities ◽  
The Many ◽  
Art Pedagogy

SKIB-71, the acronym of Sashi, Krishna, Indra and Batsa represents a very significant phase in the movement of modern Nepali paintings. These four artists launched a movement in paintings a quarter of a century ago with a view to inspiring young artists and opening new vista of communications with artists using other media and methods. Their personal involvements in art activities couples with their experimentations created a unique atmosphere in Nepali paintings characterised by such features as the gatherings of artists, interactions, exhibitions and, above all the pedagogy of arts. After the sad demise of Indra Pradhan in 1994, three of them continued to work for which they chose to engage in art pedagogy or to work quietly on cultural motifs. Among the many reasons to consider them as part of art activities today is their impact on art education, accentuation of the subject of experimentation and participation in the art activities of present times.

scholarly journals The Impacts of Different Sorts of Art Education on Pupils’ Preference for 20th-Century Art Movements

2020 ◽  
Vol 10 (1) ◽  
pp. 15 ◽  
Author(s):  
Goran Kardum ◽  
Dubravka Kuščević ◽  
Marija Brajčić
Keyword(s):  
Art Education ◽  
20Th Century ◽  
Pop Art ◽  
Primary School Students ◽  
School Students ◽  
Artistic Value ◽  
School Year ◽  
Works Of Art ◽  
Art Activities ◽  
20Th Century Art

The research presented here aims to determine how art education influences students’ preferences for the 20th-century art movements. An educational experiment that spanned through one school year was conducted on 200 primary school students. It included three types of intervention: observing works of art from the 20th century, introducing works of art using a puppet, and the students’ art activities/artwork based on the 20th-century art movements. The results show that the model of art education is an important factor in changing students’ preferences for the 20th century art movements. Students reacted positively to each kind of education, as evidenced in the wider acceptance of 20th-century art (abstract, fauvism, cubism, pop art, and surrealism). The type of education did not influence preferences (as much) when it came to classical art and visual works without artistic value. We concluded that puppets and independent creative work should be used more often in art education.

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