Status of Elementary Art Education: 1997–2004

Chapman, Laura H.

doi:10.1080/00393541.2005.11651785

Cited by 35 publications

(10 citation statements)

References 7 publications

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“…In spite of lip service to the arts as a core subject in NCLB, art education in public elementary schools is NOT treated as a core topic (Chapman, 2005).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Visual Arts and Academic Achievement

Gibson¹,

Larson²

2007

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“…In spite of lip service to the arts as a core subject in NCLB, art education in public elementary schools is NOT treated as a core topic (Chapman, 2005).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Visual Arts and Academic Achievement

Gibson¹,

Larson²

2007

class_lta

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“…Similarly, Henderson (1999) pointed out that teachers generally avoided the use of drawings because they had difficulties in explaining scientific content through drawings. Chapman (2005) defined drawing as using art in science and found that only 10 % of secondary school teachers were interested in using drawings in their classes. Our study, on the other hand, showed that drawings were frequently used across the units of the curriculum and the schools from which the notebooks were collected.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Students' Use of Visual Learning Representations in Science Classes: A Case Study from Turkey

İnaltekin¹,

Göksu²

2019

Journal of Education in Science, Environment and Health

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The aim of this study was to analyse the kinds and frequency of visual learning representations within 8th grade students' notebooks for science classes. As part of the research, 93 science notebooks which belonged to students from 13 secondary schools in Kars Province (the east of Turkey) were collected at the end of the academic year in 2018. Document analysis, a qualitative research strategy, has been adopted and content analysis technique was used to analyse the collected documents. The results showed that the visual learning representations recorded on students' notebooks were notably different from one unit to another and from one school to another. Moreover, it has been observed that students did not make frequent use of visual representations whilst learning the content. Additionally, the visual learning representations in students' notebooks mostly consisted of the representations used by teachers during classes. These findings suggest that science teachers might have not been successful enough in guiding students to incorporate different visual representations into their learning processes for a better understanding of science subjects.

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“…In learning art and culture, interdisciplinary integration (art, music, dance) should be inevitable, because in school, art, music and dance are integrated in the arts or arts [5,6]. Therefore, the learning strategy should be in synergistic integration.…”

Section: A Conceptual Strategymentioning

confidence: 99%

Learning Strategies of Ornamental Fine Arts with Manuscript Ilumination: Saintificial Correlation and Approach Study

Luqman¹,

Maulana²,

Retnowati³

et al. 2019

Proceedings of the International Conference on Art and Arts Education (ICAAE 2018)

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Cultural arts education provides space for the optimal development of the intelligence of students. In the pedagogical dimension, cultural arts education has the nature of multilingual, multidimensional and multicultural, which can build one's character to be able to communicate in tolerance, wisdom, understanding and togetherness. Related to this problem, the context of this paper focuses on the teacher's strategy in teaching cultural arts, especially fine arts with decorative material, namely; (1) conceptual strategy in the form of integrated learning as a form of correlation study by connecting several disciplines with the learning of art and through a scientific approach in creating decorative works, and (2) operational strategies for learning art in the integration of cultural arts. This operational strategy covers the realm of theoretical, practical and appreciative learning. In practice, the introduction of a typical culture of the archipelago was developed in the form of Javanese manuscript illumination motifs as a form of efforts to preserve the typical culture of the archipelago, as well as the role of the museum for appreciative learning that is very good in learning.

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Status of Elementary Art Education: 1997–2004

Cited by 35 publications

References 7 publications

Visual Arts and Academic Achievement

Visual Arts and Academic Achievement

Evaluation of Students' Use of Visual Learning Representations in Science Classes: A Case Study from Turkey

Learning Strategies of Ornamental Fine Arts with Manuscript Ilumination: Saintificial Correlation and Approach Study

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