scholarly journals An Interactive Approach to Learning and Teaching in Visual Arts Education

2015 ◽  
Vol 5 (3) ◽  
pp. 73-93
Author(s):  
Zlata Tomljenović
Keyword(s):  
Visual Arts ◽  
Professional Education ◽  
Primary Schools ◽  
Arts Education ◽  
Teaching Practice ◽  
Interactive Approach ◽  
Approach To Learning ◽  
Research Results ◽  
Visual Arts Education ◽  
Learning And Teaching

The present research focuses on modernising 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. 

scholarly journals The cognitive aspect of interactive learning and teaching in visual arts education

2020 ◽  
Vol 13 (2) ◽  
pp. 131-152
Author(s):  
Zlata Tomljenović
Keyword(s):  
Content Analysis ◽  
Empirical Research ◽  
Visual Arts ◽  
Arts Education ◽  
Research Study ◽  
Teaching Process ◽  
Cognitive Aspect ◽  
Visual Arts Education ◽  
Learning And Teaching ◽  
Cognitive Activities

The task of contemporary visual arts education is to enable quality interaction among all subjects of the teaching process, through which the students are encouraged to think, imagine, and develop higherorder cognitive activities. The objective of this empirical research study was to verify the differences in the results of students in the control and experimental groups (n=285) regarding their knowledge and understanding of visual arts content. Analysis of the results shows that the students in EG showed significantly better results compared to the students in CG, which means that the interactive model of learning and teaching positively influenced the students’ understanding of visual arts content.

The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education

2016 ◽  
Vol 45 (1) ◽  
pp. 115-130
Author(s):  
Geoffrey William Lummis ◽  
Julia Elizabeth Morris ◽  
Graeme Lock
Keyword(s):  
Teacher Education ◽  
Visual Arts ◽  
Primary Schools ◽  
Arts Education ◽  
Content Type ◽  
Visual Arts Education ◽  
History Of ◽  
Specialist Teachers ◽  
K 12 ◽  
Western Australian

Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art and Crafts and the emergence of Visual Arts specialist teachers in primary schools, from the successful establishment of a specialist secondary Visual Arts program at Applecross Senior High School, to the mentoring of generalist primary teachers into a specialist role, as well as the development and implementation of a new Kindergarten through to Year 7 Art and Crafts Syllabus. It also discusses the disestablishment of the WA Education Department’s Art and Crafts Branch (1987). Originality/value – The history of primary Visual Arts specialists and advocacy for Visual Arts in WA has not been previously recorded. This history demonstrates the high quality of past Visual Arts education in WA, and questions current trends in pre-service teacher education and Visual Arts education in primary schools.

scholarly journals Constructivism in Visual Arts Classes

2020 ◽  
Vol 10 (4) ◽  
pp. 13-32
Author(s):  
Zlata Tomljenović ◽  
Sanja Tatalović Vorkapić
Keyword(s):  
Visual Arts ◽  
Traditional Approach ◽  
Educational Process ◽  
Constructivist Teaching ◽  
Interactive Approach ◽  
Modern Approach ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Main Determinants ◽  
Basic Features

One of the basic features of the modern educational system is manifested in the reversal of the transmissive (traditional) approach to learning and teaching to the transformational (modern) approach. The transmissive approach to learning and teaching is that one in which students adopt ready-made constructs of organised knowledge through passive acceptance of the facts mediated by the teacher. In contrast, in the transformational approach, the teacher encourages the student’s active participation through exploratory, problem-based learning, during which students gain much more of their potential than in traditionally conceived classes. Changing the obsolete pedagogical paradigm began with the development of contemporary (cognitivist and constructivist) pedagogical theories. According to the constructivist theories of learning, individuals develop their knowledge of the world based on their own experiences and reflection of these experiences. Learning is the result of cognitive constructs based on individual experience and (pre)knowledge gained during the social interaction determined by the culture in which individuals live. Interpretative activity in the constructing of understanding is particularly emphasised in visual arts education. In this paper, the main determinants of constructivism and constructivist theories in the context of the educational process are elaborated. The main principles of constructivist-based teaching of visual arts are interpreted related to other contemporary teaching strategies and approaches such as active learning, learning through problem-solving, and interactive approach to learning and teaching of visual arts. The teacher’s role is also discussed, whose approach, awareness of the student’s pre-knowledge, and capacity for meaningful communication with students, greatly influence the success of the students’ adoption, understanding and interpretation of visual arts contents. The present paper aims to highlight certain elements of the constructivist teaching theories because their understanding and application in the teaching process can help achieve better learning outcomes, specifically students’ better ability to use visual arts knowledge in everyday life.

scholarly journals Prospective Teachers’ Views on Practitioner Teacher’s Attitude in Processes of Observation Made on Teaching Practice

2020 ◽  
Vol 13 (8) ◽  
pp. 29
Author(s):  
Gonca Erim ◽  
Alper Çetin
Keyword(s):  
Visual Arts ◽  
Prospective Teachers ◽  
Arts Education ◽  
Teaching Practice ◽  
Fine Arts ◽  
Theory And Practice ◽  
Visual Arts Education ◽  
Arts Teachers ◽  
Important Position ◽  
The Individual

Setting as the targeting the education of individuals in terms of intellectual, perceptual and emotional aspects as a whole places the visual arts education, which is one of the fields of education, at an important position. That is due to the fact that the individual who has aesthetical perception development through fine arts education learns how to perceive new forms and to view his/her environment and artistic structures from a different perspective. Thus, the individual makes progress in his/her intellectual endeavors, and also enhances his/her creativity and builds social habits in this connection. This importance attached to visual arts education demonstrates the necessity of raising qualified visual arts teachers. The fact that teaching is a profession which is perfected through the establishment of the link between theory and practice makes worth analyzing the process of teaching practice and attitudes and guiding behaviors of practitioner teacher who is placed at the closest position to the prospective teacher in this process. In this research, the focus was placed on attitudes which practitioner teachers were supposed to demonstrate in observation processes which played a crucial role in occupational development of prospective teachers during teaching practice. These attitudes were addressed in the framework of guiding behaviors which were supposed to be beneficial to prospective teachers in observation processes.

scholarly journals Visual Arts Education for Young Children In Aotearoa New Zealand

2017 ◽  
Vol 41 (4) ◽  
pp. 50 ◽  
Author(s):  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Art Education ◽  
Visual Arts ◽  
Arts Education ◽  
Visual Art ◽  
Early Childhood Curriculum ◽  
Visual Arts Education ◽  
Learning And Teaching ◽  
Aotearoa New Zealand

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Visual art education plays a significant role in fostering </span><span>young children’s learning, thinking, and communicating. </span><span>In New Zealand, approaches to early childhood visual </span><span>art education have developed in response to international educational theories and trends, which, over the years, have often resulted in changes to pedagogy and practice in this domain. Currently, the national early childhood curriculum Te </span><span>Whāriki includes references to visual art education in many </span><span>of its learning strands. Whilst the curriculum has a strong sociocultural orientation to learning and teaching, approaches to early childhood visual art education are diverse. A brief historical overview of early childhood visual arts education in </span><span>New Zealand is presented and, to conclude, three examples of </span><span>current, innovative art projects are discussed. </span></p></div></div></div></div>

scholarly journals Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry

2021 ◽  
Vol 46 (7) ◽  
pp. 22-52
Author(s):  
Ebru Guler ◽  
Keyword(s):  
Visual Culture ◽  
Visual Arts ◽  
Teaching Methods ◽  
Arts Education ◽  
Teaching Practice ◽  
Practitioner Inquiry ◽  
Structured Interviews ◽  
Application Process ◽  
School Students ◽  
Visual Arts Education

The present research investigates the experiences of pre-service visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017–2018 spring and 2018–2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills.

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