Abstract
Art criticism is one of the four foundational disciplines of Discipline-based Art Education (DBAE). It refers to an organized system for studying the work of art by looking and talking about art that involves making description, analysis, interpretation and judgments about artworks. However, most of the times, students do not know what to say, or how to go about saying it, or they might make the wrong judgments. Art students are mostly visual-spatial learners. Very often these students also end up writing in a dull way, with little sense of academic values. Therefore, visual imageries play an important role for these spatial learners who are skilful in representing, transforming, generating, and recalling symbolic, non-linguistic information. In the 21st century, teaching and learning with technology have diversified to complement the age of digital era where technology is made available to cater for all learning styles.
A Visual Thinking Courseware (VTC) was designed and developed to help solve the problem of teaching Art Education by introducing systematic strategies particularly on visuals to enhance students’ Art Criticism skills. Built on Gestalt Theory, the objective of this research was to determine the best visual selections for the teaching and learning of Art Criticism between Random Visual Selection (RVS) and Sequenced Visual Selection (SVS). Research was carried out to determine the difference in students’ performance in Art Criticism between High Spatial Learners (HSL) and Low Spatial Learners (LSL) using these RVS and SVS modes.
The methodology used in this research was quantitative and qualitative in nature. A quasi-experimental design was applied to collect the necessary data. A pretest and posttest for the two treatment groups was implemented. Six research instruments were used in the research to obtain the data namely, Index for learning Styles Questionnaire (ILSQ), Spatial Ability Test, Pretest and Posttest, Courseware Evaluation Form, Art Criticism Rubrics and Critical Thinking Rubrics. Sixty-three post degree education diploma students participated in this study. This research indicates that there are significant difference in students’ performance in Art Criticism skills between High Spatial Learners (HSL) and Low Spatial Learners (LSL) using RVS and SVS.
Data analysis showed that among HSL students, the RVS mode helped them to improve Art Criticism skills better than the SVS mode. For the LSL students, the SVS mode helped them to improve their Art Criticism skills better than the RVS mode. Therefore, it can be concluded that regardless of the visual selections, Visual Thinking Courseware used in this research enabled students to criticize better and help improve their Art Criticism skills.
Keywords: Visual Thinking, Spatial Ability, Art Criticism, Art Education
References
- Alessi, S. and Trollip, S. (2001). Multimedia for Learing. Massachusetts: Alyn and Bacon.
- Arnheim, R. (1969). Visual Thinking. Berkeley, CA: University of California Press.
- Atherton J. S. (2011) Learning and Teaching; Gestalt and learning [On-line: UK] retrieved 27 June 2013 from http://www.learningandteaching.info/learning/gestalt.htm
- Barrett, T. (2003). Art: Reflecting, Wondering and Responding. New York: McGraw-Hill.
- Barrett, T. (2010). Making Art: Form and meaning. New York: Mc Graw Hill.
- Caroll (2002). Cultivating the Critical Mind. Journal of Art and Design Education. 21(1). 60-70.
- Culp, M. (2015). Diving into the Creative Realm. Journal of the National Art Education Association. 68(3). 6-10.
- Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.
- Hamblem, K. (1984). An Art Criticism Questioning Strategy within the Framework of Bloom’s Taxonomy. Studies in Art Education. 26(1):41-50
- Housen, A. (2002). “Aesthetic thought, critical thinking, and transfer.” Arts and Learning Research Journal, 18, No. 1.
- Housen, A and Yenawine, P. (2000-02). Visual Thinking Strategies Curriculum.Retrieved 31 August 2010 from: http://www.vue.org.
- Housen, A. and Yenawine, P. (2001). Guide to Museum Visits. New York: Visual Understanding in Education.
- Nilson, C., Fetherston, C. and McMurray, A. (2013). Teachers’ and Mothers’ Perceptions of using Creative Arts to Develop Children’s Potential for Critical Thinking. The International Journal of Arts Education. 7(1), 1-16.
- Peterson, R. (2006). Crossing Bridges That Connects the Arts, Cognitive Development and the Brain. Journal for Learning Through the Arts. 1(1), 1-10.
- Rowland, (2001). It’s the thought that counts! Fostering student thinking in the classroom. University of Florida.
- Wagner, T. (2005). Quality Education and Arts Education. Paper presented at UNESCO Asia-Pacific Regional Conference in Preparation for the ‘World Conference on Arts Education’ Seoul, Korea, November 23-25, 2005.
- Yenawine, P. (2003). Jump Starting Visual Literacy. Thoughts on image selection. Art Education. 56(1).6-12.
Abstract
References
- Alessi, S. and Trollip, S. (2001). Multimedia for Learing. Massachusetts: Alyn and Bacon.
- Arnheim, R. (1969). Visual Thinking. Berkeley, CA: University of California Press.
- Atherton J. S. (2011) Learning and Teaching; Gestalt and learning [On-line: UK] retrieved 27 June 2013 from http://www.learningandteaching.info/learning/gestalt.htm
- Barrett, T. (2003). Art: Reflecting, Wondering and Responding. New York: McGraw-Hill.
- Barrett, T. (2010). Making Art: Form and meaning. New York: Mc Graw Hill.
- Caroll (2002). Cultivating the Critical Mind. Journal of Art and Design Education. 21(1). 60-70.
- Culp, M. (2015). Diving into the Creative Realm. Journal of the National Art Education Association. 68(3). 6-10.
- Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.
- Hamblem, K. (1984). An Art Criticism Questioning Strategy within the Framework of Bloom’s Taxonomy. Studies in Art Education. 26(1):41-50
- Housen, A. (2002). “Aesthetic thought, critical thinking, and transfer.” Arts and Learning Research Journal, 18, No. 1.
- Housen, A and Yenawine, P. (2000-02). Visual Thinking Strategies Curriculum.Retrieved 31 August 2010 from: http://www.vue.org.
- Housen, A. and Yenawine, P. (2001). Guide to Museum Visits. New York: Visual Understanding in Education.
- Nilson, C., Fetherston, C. and McMurray, A. (2013). Teachers’ and Mothers’ Perceptions of using Creative Arts to Develop Children’s Potential for Critical Thinking. The International Journal of Arts Education. 7(1), 1-16.
- Peterson, R. (2006). Crossing Bridges That Connects the Arts, Cognitive Development and the Brain. Journal for Learning Through the Arts. 1(1), 1-10.
- Rowland, (2001). It’s the thought that counts! Fostering student thinking in the classroom. University of Florida.
- Wagner, T. (2005). Quality Education and Arts Education. Paper presented at UNESCO Asia-Pacific Regional Conference in Preparation for the ‘World Conference on Arts Education’ Seoul, Korea, November 23-25, 2005.
- Yenawine, P. (2003). Jump Starting Visual Literacy. Thoughts on image selection. Art Education. 56(1).6-12.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | April 22, 2016 |
| Submission Date | April 19, 2016 |
| Published in Issue | Year 2016 |
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