Teaching Strategies and the Holistic Acquisition of Knowledge of the Visual Arts

Autor/in	Birsa, Eda
Titel	Teaching Strategies and the Holistic Acquisition of Knowledge of the Visual Arts
Quelle	In: Center for Educational Policy Studies Journal, 8 (2018) 3, S.187-206 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Art Education; Foreign Countries; Holistic Approach; Teaching Methods; Visual Arts; Grade 5; Elementary School Students; Elementary School Teachers; Sculpture; Integrated Curriculum; Educational Planning; Elementary School Curriculum; Instructional Effectiveness; Slovenia + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Optische Gestaltung; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildhauerei; Bildungsplanung; Unterrichtserfolg; Slowenien
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. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01