Teaching Strategies and the Holistic Acquisition of Knowledge of the Visual Arts
Keywords:
cross-curricular integration, holistic artistic development, teaching strategies, visual arts
Abstract
Due to the rapid development and advancement within various fields, the scope of knowledge is expanding at a staggering pace. In modern education, experts and teachers makes efforts to eliminate fragmentation of the school curriculum and to modernize the manner of teaching thus optimizing the learning process. In planning art lessons, teachers must adopt an appropriate teaching strategy that enables students to acquire knowledge efficiently and holistically, encouraging the creative solving of art tasks. The present article presents some conclusions of experimental research undertaken to determine the effects of the implementation of a teaching process involving cross-curricular integration. The study involved 274 fifth-grade students and 14 single-class teachers from seven selected Slovenian primary schools. It was found that teachers achieved better learning outcomes by using teaching strategies with cross-curricular integration in sculpting tasks as part of the learning process in art education. The proposed guidelines for teaching art concepts will help teachers to overcome specific obstacles in planning activities for the visual arts learning process, while students will benefit from an increased connection between subjects and integrated knowledge of the visual arts.
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References
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TomÅ¡iÄ ÄŒerkez, B. (2009). Medpredmetno povezovanje in individualizacija kot motivacijsko sredstvo za likovno izražanje. In M. Prevodnik (Ed.), Motivacija za inovativnost in ustvarjalnost mladih: 2. mednarodni kolokvij. Zbornik izvleÄkov. [Motivation for innovativeness and creativity of young people: 2nd International Colloquium. Book of abstracts] (pp. 57–58). Ljubljana: ZDSLU.
Zhang, L., & Sternberg, R. J. (2005). The role of individual differences in approaches to learning. In P. Jarvis & S. Parker (Eds.), Human learning: An holistic approach (pp. 66–86). London, UK & New York, NY: Routledge.
De Bono, E. (1992). TeÄaj miÅ¡ljenja [Thinking course]. Ljubljana: GaneÅ¡.
Drake, S. M. (1998). Creating integrated curriculum. Proven ways to increase student learning. Thousand Oaks, CA: Corwin Press.
Drake, S. M., & Burns, R. C. (2004). Meeting standards trough integrated curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Duh, M., & VrliÄ, T. (2003). Likovna vzgoja v prvi triadi devetletne osnovne Å¡ole. PriroÄnik za uÄitelje razrednega pouka [Art education in the first cycle of nine-year primary school. A handbook for singleclass teachers]. Ljubljana: Rokus.
Duh, M. (2011). Likovna vzgoja. In L. MarjanoviÄ Umek [et al.] (Eds.), Lili in Bine. PriroÄnik za pouÄevanje in medpredmetno povezovanje v prvem triletju [Lili and Bine. A handbook for first-cycle teaching and curriculum integration] (pp. 38–98). Ljubljana: Rokus Klett.
Fiske, E. B. (1999). Champions of change. The impact of the arts on learning. Retrieved from http://artsedge.kennedy-center.org/champions/pdfs/ChampsReport.pdf
Fogarty, R. (2009). How to integrate the curricula? (3rd ed.). Thousand Oaks, CA: Corwin A SAGE Company.
Illeris, K. (2005). A comprehensive understanding of human learning. In P. Jarvis & S. Parker (Eds.), Human learning: An holistic approach (pp. 87–100). London, UK & New York, NY: Routledge.
Jarvis, P. (2005). Towards a philosophy of human learning: an existentialist perspective. In P. Jarvis & S. Parker (Eds.), Human learning: An holistic approach (pp. 1–15). London, UK & New York, NY: Routledge.
Kobal, L. (2016). Likovna ustvarjalnost: mnenja uÄiteljev likovne umetnosti v slovenskih nižjih srednjih Å¡olah v Italiji in italijanskih osnovnih Å¡olah v Sloveniji [Artistic creativity: The views of teachers of fine arts in the Slovenian lower secondary schools in Italy and the Italian elementary schools in Slovenia.]. Annales, Series Historia et Sociologia, 26(2), 343–354.
Magajna, L. (1995). Aplikacija spoznanj na procese uÄenja in pouÄevanja. In B. MarentiÄ-Požarnik, L. Magajna, & C. Peklaj (Eds.), Izzivi raznolikosti. Stili spoznavanja, uÄenja, miÅ¡ljenja [The challenges of diversity. Styles of learning and cognition] (pp. 69–74). Nova Gorica: Educa.
PauliÄ, O. (2002). Medpredmetno povezovanje v gimnazijah [Cross-curricular integration in grammar schools]. Vzgoja in izobraževanje, 33(1), 67–70.
Rutar Ilc, Z., & PavlÄ Å kerjanc, K. (2010). Medpredmetne in kurikularne povezave: priroÄnik za uÄitelje [Cross-curricular and curricular integration: A teachers’ handbook.]. Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Rutar Ilc, Z. (2011). PouÄevanje za razumevanje [Teaching for understanding]. Sodobna pedagogika, 62(1), 76–99.
SardoÄ, M. (2004). Medpredmetno povezovanje vzgojno-izobraževalnega procesa v 9-letni osnovni Å¡oli: evalvacijska Å¡tudija. ZakljuÄno poroÄilo [Cross-curricular integration in the education process of nine year primary school: An evaluation study. Final report]. Ljubljana: PedagoÅ¡ki inÅ¡titut.
Stojaković, P. (1990). PsiholoÅ¡ki uslovi transfera uÄenja. Transfer znanja i reforma obrazovanja [Psychological conditions for the transfer of learning. Transfer of knowledge and the education reform]. Beograd, Sarajevo: Svjetlost, Zavod za udžbenike i nastavna sredstva.
StrmÄnik, F. (2001). Didaktika. Osrednje teoretiÄne teme [Didactics. Central theoretical topics]. Ljubljana: Znanstveni inÅ¡titut Filozofske fakultete.
Tacol, T. (1999). DidaktiÄni pristop k naÄrtovanju likovnih nalog. Izbrana poglavja iz likovne didaktike [A didactic approach to the design of art tasks. Selected topics from the didactics of the visual arts]. Ljubljana: Debora.
Tacol, T. (2002). Problemski pouk likovne vzgoje in medpredmetno povezovanje v novem kurikulumu [Problem-based learning in art education and cross-disciplinary connections in the new curriculum]. Sodobna pedagogika, 58(2), 40–49.
Tacol, T. (2003a). Likovna vzgoja in medpredmetno (interdisciplinarno) povezovanje [Art education and cross-curricular (cross-disciplinary) integration]. Likovna vzgoja, 5(23-24), 27–30.
Tacol, T. (2003b). Likovno izražanje. DidaktiÄna izhodiÅ¡Äa za problemski pouk likovne vzgoje v devetletni osnovni Å¡oli [Artistic expression. Didactic starting points for problem-based learning in the art education of nine-year primary school]. Ljubljana: Debora.
TomÅ¡iÄ ÄŒerkez, B. (2009). Medpredmetno povezovanje in individualizacija kot motivacijsko sredstvo za likovno izražanje. In M. Prevodnik (Ed.), Motivacija za inovativnost in ustvarjalnost mladih: 2. mednarodni kolokvij. Zbornik izvleÄkov. [Motivation for innovativeness and creativity of young people: 2nd International Colloquium. Book of abstracts] (pp. 57–58). Ljubljana: ZDSLU.
Zhang, L., & Sternberg, R. J. (2005). The role of individual differences in approaches to learning. In P. Jarvis & S. Parker (Eds.), Human learning: An holistic approach (pp. 66–86). London, UK & New York, NY: Routledge.
Published
2018-09-28
How to Cite
Birsa, E. (2018). Teaching Strategies and the Holistic Acquisition of Knowledge of the Visual Arts. Center for Educational Policy Studies Journal, 8(3), 187-206. https://doi.org/10.26529/cepsj.39
Section
VARIA
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