Three Approaches to Teaching Art Methods Courses: Child Art, Visual Culture, and Issues-Based Art Education

Chang, Eunjung; Lim, Maria; Kim, Minam

doi:10.1080/00043125.2012.11519172

Cited by 13 publications

(5 citation statements)

References 12 publications

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“…After the instruction, Pantaleo (2013) asked the participants to create a multimodal text that included the learned VL elements and determined that students “made purposeful decisions about most of the visual elements of art […] when composing their work” (p. 357). Chang et al (2012) analyzed three approaches to teaching art methods courses in an elementary school: a child art based approach, a visual culture based approach, and an issues-based approach. In a child art based approach, the teacher reflects on her own personal art experiences to guide and understand a student’s interaction with art.…”

Section: Literature Reviewmentioning

confidence: 99%

Not just a pretty picture part two: testing a visual literacy program for young children

Lopatovska

Carcamo

Dease

et al. 2018

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Purpose In an effort to advance visual literacy (VL) education, the purpose of this paper is to develop and test a VL instruction program for 2.5-4-year-old children in a public library setting. Design/methodology/approach The study was designed as a series of VL workshops for young public library visitors. Each workshop collected information about children’s existing VL knowledge, introduced them to new visual concepts, and measured their engagement and comprehension of the newly acquired material. The study data were collected via questionnaires and observations. Findings Most of the children who participated in the study workshops showed a solid baseline knowledge of colors, lines, shapes and textures and were actively engaged in instruction. After the instruction, children generally showed an improved understanding of the newly introduced VL concepts and were able to answer questions related to the new concepts, recognize them in images, and apply them in art projects. Research limitations/implications The study relied on a relatively small sample of library visitors in an affluent neighborhood. The findings are influenced by variations in the topics and delivery methods of instruction. The study findings might not be generalizable beyond the US context. Practical implications The study methods and findings would be useful to VL educators who work with children. Social implications As information continues to proliferate in non-textual contexts, VL is becoming an increasingly important educational goal. The study advances a VL agenda and advocates for introducing VL early in life. Originality/value The authors are not aware of any other study that tested VL instruction on a group of very young children in a public library.

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Section: Literature Reviewmentioning

confidence: 99%

Not just a pretty picture part two: testing a visual literacy program for young children

Lopatovska

Carcamo

Dease

et al. 2018

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“…Terkait dengan penjabaran di atas, terdapat teori dari Lichtwark tentang pendidikan artistik dan estetika dalam trans-embodiment yang dipertunjukkan wayang sebagai media pembelajaran (Priem and Mayer, 2017;Fischer-Lichte, 2019). Inti dari sudut pandang Lichtwark terletak pada konsep visual-learner, yang mengacu pada tujuan kompleks atas aktifitas pedagogis dan pendekatan baru dalam memandang seni dan budaya (Chang, Lim, and Kim, 2012;Slota et al, 2018).…”

Section: Hasil Dan Pembahasanunclassified

Wayang Sebagai Media Trans-Embodiment Dalam Pendidikan Seni Dan Budaya Pada Anak

Wicaksono

Djatiprambudi

Yuwana

2020

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Penelitian ini membahas trans-embodiment yang terjadi dalam pendidikan anak-anak tentang seni dan budaya, khususnya tentang peran wayang. Bagaimana penubuhan yang terjadi dalam pendidikan anak-anak dengan menggunakan wayang, baik oleh guru maupun murid sebagai sebuah negosiasi trans-embodiment? Selain itu, juga mengenai bagaimana merancang sebuah tutorial yang berisi tentang menggambar wayang, sebagai salah satu media dalam membantu memperkenalkan wayang kepada anak-anak? Penelitian ini merupakan penelitian campuran, dengan kolaborasi antara kualitatif-analitik dan penelitian pengembangan, menggunakan pendekatan kualitatif analitik Merleu-Ponty tentang penubuhan dan perujudan, dan Alfred Lichtwark tentang pendidikan artistik dan estetika untuk membahas tentang trans-embodiment yang terjadi dalam pertunjukan wayang sebagai pendidikan seni budaya untuk anak, sedangkan pendekatan penelitian pengembangan digunakan untuk merancang buku langkah-langkah menggambar wayang purwa. Pengumpulan data dilakukan dengan wawancara dan studi dokumentasi. Hasil penelitian menunjukkan, bahwa trans-embodiment terjadi dalam aspek penyampaian materi, cara komunikasi, dan aspek pengetahuan yang tersampaikan. Begitu pula dengan trans-embodiment yang terjadi bagi murid, yang menekankan pada aspek komunikasi, cara penyampaian, kepercayaan diri, pengungkapan disclosure, kreativitas, dan peningkatan kemampuan berpikir kritis. Hasil tersebut mendukung adanya pembuatan buku langkah-langkah menggambar wayang yang benar sesuai dengan pakem dalam wayang purwa, sehingga trans-embodiment juga terlihat dalam upaya pelestarian wayang sebagai salah satu capaian pendidikan seni dan budaya.

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“…The practice of many contemporary artists involves engaging with a topic and communicating a message, be it political, environmental or social. Such issues-based ways of working are also an important part of art education (Chang, et al, 2012). Indeed, where post-medium art has become the orthodoxy, the genesis of an artwork starts with an issue which isn't to do with the making of an artefact.…”

Section: Learning About Art or Learning Through Artmentioning

confidence: 99%

What Are We Teaching When We Teach Art?

Houghton¹

2017

kkosea

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This paper presents a historical account of the art curriculum, in order to understand what is being taught in art today. It explains how present-day conceptions of art owe much to Romanticism and the social order which emerged in Europe under the influence of the Enlightenment. These conceptions have been tempered and disrupted by a hundred years of modernism, following from the 1960s by contemporary art. The art curriculum owed much to a combination of apprenticeships to teach skills and art academies to teach drawing and aesthetics. Only in the twentieth century did modern art exert an influence and when it did it was in the form of self-expression and formalism. Both of these have been challenged by contemporary art, which embraces mechanised means of producing art, places the emphasis on ideas, theories and contextual knowledge while subverting some traditional hierarchies. Contemporary art influenced significant art education movements, such as discipline-based and issuesbased, learning about visual culture, as well as the use of mechanical means of making art, such as lens-based media. The core of art education is now the ability to explain, contextualise and even theorise. This should abet but not eclipse some of the things art can be, such as thought provoking, entertaining and moving.

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Three Approaches to Teaching Art Methods Courses: Child Art, Visual Culture, and Issues-Based Art Education

Cited by 13 publications

References 12 publications

Not just a pretty picture part two: testing a visual literacy program for young children

Not just a pretty picture part two: testing a visual literacy program for young children

Wayang Sebagai Media Trans-Embodiment Dalam Pendidikan Seni Dan Budaya Pada Anak

What Are We Teaching When We Teach Art?

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