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.
Power relations and change have become two of the most important foci of intercultural communication education and research. This paper contributes to these two elements by problematising and ...operating an analytical framework from outside the 'West', the Chinese notion of Zhongyong (the 'Golden Mean'). Based on a dialogical analysis of focus groups collected during an art course, the paper shows that Zhongyong can expand and complexify our understanding of interculturality, looking into how e.g. the students balance otherness with otherness (or not), as well as make use of reflectivity and criticality (or not) to implement potential change when cooperating.
To enhance students’ environmental knowledge, art helps to transcend the classroom while incorporating academic content in multithemed lessons that integrate and meet academic standards. As Inwood ...remarks, this approach expands creativity and applies real world critical thinking skills to environmental problems, issues, and future sustainability. This study describes interdisciplinary instruction using environmental arts education, which encourages students to help community and local environments. The authors frame this experience for the youngsters by showing them how to create their own art so they can make immediate and personal connections to the natural environment. While participating in the educational lessons, students learn how their actions affect the environment, and through their own artistic contributions, they essentially become “environmental artists” who enrich the world at large. Students apply their understanding of these issues through self-directed learning experiences of the type described by Grava and Pole, and they discover direct connections between themselves, others, and the environment.
This article focuses on developing the idea process in visual art education by using digital peer feedback. In the school subject visual art, the visual idea process, e.g. when students sketch their ...ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual ideas and providing feedback, students might become more aware of their own and others' processes. This study aimed to explore how eighth-grade students develop and share visual ideas supported by digital peer feedback. Thematic analysis was used to identify different types of feedback provided by students. A qualitative survey was used to investigate student perceptions of the feedback. Many students appreciated receiving feedback from peers. Some students made significant or minor changes to their visual ideas based on the peer feedback, while other students abandoned their initial sketches and created entirely new ones, or did not make any changes to their initial idea. These results suggest that giving and receiving peer feedback is something that needs to be practiced in different specific school subjects.
This study focuses on students' spatial relationships within the context of place-based education. The research was designed as a holistic single-case design and was conducted with 15 students aged ...10-11, who were studying in the 5th grade at a middle school in Eskişehir, Turkey. Criterion sampling, one of the purposive sampling methods, was used to determine the study group. The data were collected through semi-structured interviews, worksheets, student'diaries, and the artistic works of the students, that were analyzed inductively. The findings indicate that through creative thinking, the students were able to create socio-cultural meanings by considering everyday living spaces, and that they were able to convey their sensual perceptions of the objects and the objects' properties in a certain space in their artwork.
Steam ve Sanat Eğitimi Semahat Erdoğan
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,
08/2020
44
Journal Article
Recenzirano
Odprti dostop
Bu çalışmanın temel amacı STEAM Bilim, Teknoloji, Mühendislik, Sanat ve Matematik eğitiminin ne olduğunu ve kapsama alanını analiz ederek STEAM eğitimi alan bireylerin hem akademik hem de günlük ...yaşamdaki etkilerini ortaya koymak ve STEAM eğitiminin sanatla olan ilişkisi hakkında bilgi vermektir. Bu araştırma literatür taraması ve doküman analizi gibi nitel veri toplama tekniklerinin kullanıldığı tarama modelinde betimsel bir araştırmadır. STEAM eğitiminin sanat eğitimine olan katkılarını ortaya çıkarmak ve bu katkıların ne gibi yenilikler veya ne gibi değişiklikler getireceğini göstermek amacıyla bu konuda yayınlanmış kitap, süreli yayın, konferans bildirileri incelenerek belli bir bakış açısı sunmak için yorumlanmıştır. Yapılan incelemeler sonucunda STEAM eğitiminin ülkemizde giderek popüler olmaya başladığı ve sanatın entegre edilmesi ile birlikte düşünen, araştıran, sorgulayan, yenilikçi fikirler üretebilen, farklı bakış açılarına sahip öğrenci profilinin arttığı görülmüştür. Aynı zamanda STEAM eğitimi eğlenceli bir öğrenme ortamı sunması açısından öğrenciler tarafından çekici bir yaklaşım olarak kabul edilmektedir. Sanatın, düşünme, gözlem, sözlü ve yazılı ifade gibi birçok yeteneği geliştirdiği yapılan deneysel araştırmalarla kanıtlanmış, STEAM’e sanatın dahil edilmesiyle de daha iyi sorgulama yeteneği, yüksek konsantrasyon ve sorunlara daha etkin çözüm yolları bulma gibi yeteneklerin kazanılması da yine araştırmalarda ortaya çıkmıştır. Ayrıca sanat alanında bireylere birçok iş olanağı da sağladığı görülmektedir. STEAM iyi bir eğitimin daha iyi olmasına yardımcı olmaktadır. Mevcut programların potansiyel STEAM ile güçlendirilmesi çocukları büyümekte olan çeşitli kariyerlere hazırlamak, küresel toplumu ve ülke ekonomilerini geliştirmek için önemlidir. Öğrencileri, üniversiteye, ticarete, potansiyeli henüz bilinmeyen çeşitli kariyer yollarına sevk etmektedir. Ancak sanat eğitiminde STEAM eğitimi yaklaşımına yer verilmesine ve bu konudaki eksikliklerin giderilmesine dair yeterli çalışma bulunmamaktadır. STEAM eğitiminin sanat eğitimine nasıl dâhil edilebileceğine ilişkin daha çok çalışmalara ihtiyaç olduğu tespit edilmiştir. Yapılan çalışmaların büyük bir kısmının STEAM ile ilgili değil STEM ile ilgili olduğu tespit edilmiş, sanat alanı çalışmalara dâhil edilmemiştir. Ayrıca öğretmen eğitimine ilişkin lisans programlarında STEAM eğitiminin gerekliliğine dair daha çok araştırmanın yapılması gerekmektedir.
"This feature describes an ongoing art educational research project. Eighteen Finnish elementary school pupils and 85 university students of the University of Lapland were asked, “What do you ...appreciate about Finland?” They responded showing their values with photographs and briefly described their meaning. Topics of interest varied from Finnish nature to pure natural water, freedom, and everyman’s natural right. The children focused on outdoor activities, reading, studying, and other school-related activities, as well as animals, plants, and artworks. Cuban community-art artist “Reymundo de la Paz Mundial” will make sculptures of recycled materials based on his interpretation of these works"
A number of researchers in the field of inclusion of pupils with special educational needs have reported on the influence of teachers' beliefs on their performance in the classroom. Despite this, ...very few studies have investigated teachers' beliefs in the subject of visual art education. This paper will focus on the beliefs of preservice teachers who acquire competencies for teaching visual art education. We included Slovenian students of the first or second Bologna level of general education, special education and visual art education (N = 168). For the purposes of the research, a questionnaire with a Likert-type rating scale was designed. Respondents show positive beliefs about the inclusion of pupils with special educational needs and the use of adaptations in the visual art education, while at the same time they do not feel competent enough and ready for such teaching. Results show some differences between preservice teachers' beliefs according to the study programme and experience with students with special educational needs. Ways of applying the findings and suggestions for further research are presented.
As a subject that emphasizes on creativity, innovation and critical thinking, Visual Art Education (VAE) teachers were urged to utilize the full potential of Information and Communication Technology ...(ICT). Despite numerous literatures that highlighted benefits of ICT, VAE teachers were found not serious toward integrating ICT. This study was carried out to determined Malaysian VAE teachers’ attitudes and beliefs and their level of confidence toward incorporating ICT into art classrooms. Moreover, this study explored teachers’ specific approach of ICT and factors that influence their integration of ICT into art classrooms. The participants of this study were eighteen VAE teachers from three-selected secondary school in the state of Selangor, Malaysia. Data for the study was gathered by face-to-face interviews. The findings of the study indicated that Malaysian VAE teachers were still at moderate levels of ICT integration. At the mean time, the support from school administrator and continues professional development were two main factors that contribute towards successful ICT integration. In light of the published research on the integration of ICT in the VAE subject area, the findings of this study will contribute towards guiding school organization, teachers training institutions and the Ministry of Education toward establishing a standard for successful ICT integration, especially in the context of the VAE.
The aim of this paper is to ascertain the main subject qualities in Junior Cycle (JC) Visual Art (VA) in The Republic of Ireland, and whether these qualities are unique to the subject. The context of ...JC VA education is outlined through the exploration of its values, aims and objectives as well as investigating the subject's unique qualities. A mixed methods research approach was used to analyse three years of Department of Education Subject Inspection Reports for VA to explore the qualities of VA education. Seven published JC Subject specifications, including the VA specification were analysed using word frequency measurements with the aim of exploring the qualities of JC VA and whether these qualities are unique to the subject. Semi‐structured interviews were also held to explore the issues arising and aim to capture some of the thoughts of VA curriculum experts, school leaders and VA teachers. Through the analysis of word frequencies, it can be concluded that the VA specification highlights creativity, problem‐solving, collaboration and reflecting as dominant qualities in VA education and similarly, the Inspection Reports present the same findings. However, it is important to note that these qualities are also found in other subject areas though not as strongly or frequently. The interview process highlighted similar findings concluding that VA education “lends itself” to the above qualities however the subject cannot claim them as solely unique to the VA classroom.
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