Overview of the Visual Arts Curriculum, and Its Relationship with Evaluation and Instruction.
NAME MOHD FAROL B MOHD FAUDZI
ID NO 2013579365
TITLE Overview of the Visual Arts Curriculum, and Its Relationship with
Evaluation and Instruction.
SUBJECT RESEARCH METHODOLOGIY (EDU 702)
1. Article review
IMONIKEBE Manasseh Emamoke, a researcher believe that Visual Arts curriculum should
implant the stage of Evaluation and Instruction as it play an important role in order to shape a
good structional studies in Visual Art Education. The researcher find out that this two concept
should established in curriculum document and moreover should be related towards Evaluation
and Instruction. This two stages of Evaluation and instruction will be experimented as it can be
successfully implemented in Visual Art curriculum. Thus, the researchers tend to discover and
approaching: Overview of curriculum as the first stage. In this part, the researcher find out about
knowing a knowledge of curriculum and its conceptualization. This learning package can be
seen as the academic learning should create its own activities. Basically, the researcher tend to
explore and define the curriculum generally. The next approach is, on Overview of Art Education
and the Visual Arts curriculum. The researcher peel out and viewing the point of the emergence
of Art Education dates back to about 200 years ago. Art Education began in response to the
industrial revolution, a discipline concerned with art teaching as a practice and the field of
inquiry which studies teaching and learning art. The discipline which enabling individuals
acquire skills of artistic expression, designing, knowledge of art, its history and critical
apprehension. The researcher believe art education will build up based on these area as it will
be the foundation of learning art education. Firstly is, aesthetics with its varied conceptions of art
and its value in human experience, then, art History, studio and criticism as content sources.
Thirdly is, Curriculum study to conceptualize goals, content, methods and their interrelation.
Fourth is, History of Art Education which studies developments in relation to social changes and
culture policy and lastly is the Empirical research which describes and explains individual and
group behaviours associated with art learning and aesthetic response” (Efland, 1991).The major
finding of the researcher in this part of the journal is Visual Arts curriculum would depend also
on the approach. Cunliffe (1998) explicated on two main approaches, the Creative Self-
Expression and the Disciplined-Based Art Education (DBAE).
2. Description Of The Methodology
The next section of this studies ,the researcher revealed out the two critical factors which
included in the curriculum document which are evaluation and instruction. These are the key
role and a great structure in curriculum implementation. Overview of Evaluation Trochim, (2006)
viewed evaluation as an activity that is concerned with using monitoring and information
collected for making judgments about a project and in addition the use of such information for
making changes and improvements. He went further to add that the activity is aimed at
answering “agreed questions and to make a judgment against specific criteria. A good
evaluation data must be collected and analysed systematically and its interpretation considered
carefully, assessing value, or worth of something” taking a decision and using results of an
evaluation are part of the process. The goal of the evaluation is the feedback. The provision of
useful feedback is the generic goal of most evaluations. Then, the researcher define the
concept of instruction and somehow it revealed as a quality of instruction dependent on some
factors. This total shows that the instruction could be poorly done or might be sound effective as
well. However, the research generated well as the researcher find out the “With curriculum
being the content of what is taught along with an overall process of how that content is to be
taught, and the instruction being the more detailed plans and the way those plans are
implemented in order to teach the curriculum content, it becomes easy to understand that the
two must be compatible in order to maximize student learning” (Yates, 2000). However, another
view stated from Alkin(1973) viewed curriculum as consisting” intended learning outcomes; the
results or ends of an instructional activity” while instruction on the other hand has to do with
planning and teaching (Alkin, 1973). Somehow, in learning scene nowadays, in 21 century
education era, it was being observed that curriculum is essentially a design, or roadmap for
learning and as such focuses on knowledge and skills that are judged important to learn.
Instruction is the means by which that learning will be achieved”.
The researcher now generated the research via the relationship between the evaluation and
instructional and clearly claimed that from time to time through evaluation of instruction; new
approaches are evolved to improve teaching and learning. For instance, Hall, T. (2002) dwelt
elaborately on differentiated instruction an improved instruction culminating in a process to
address students’ teaching and learning involving differing abilities in the same class. Several
other approaches have been canvassed and popularized over time being outcomes of
evaluation of instruction. The researcher come out and conclude all the relationship which help
the constructional of the Visual art education curriculum. The relationship therefore that exists
between curriculum and evaluation is inextricable. Evaluation is required in curriculum both at
the formative and summative levels. Curriculum requires evaluation for improvement of teaching
and learning in schools.
The methodology of this research is comes out from the main problem which the researcher
tend to create the new way of instructional in curriculum of Visual Arts studies. How the new of
curriculum created in order to enhance the learning process of Visual art among students? How
the relationship of curriculum and evaluation influence the learning process of Visual Art
studies? And how the structure of the curriculum itself being produced to enhancing the learning
process of Visual Art studies?. How the three component established the structure of Visual Art
curriculum? The researcher now, peel out the research problem via the research questions and
study the subjects which focused towards the group of students whom learn Visual Art studies.
As the results being finalize based on the research, which conclude that the effectiveness of the
programme based on the evaluation, which means evaluation process needed in the structure.
Thus, evaluation process must related from the product, programme or project which showing
that evaluation relies on instruction in order to be relevant and somehow effective. The
researcher established this study via compiling the theories of Visual Art practice. Visual Arts
curriculum would depend also on the approach. Cunliffe (1998) explicated on two main
approaches, the Creative Self- Expression and the Disciplined-Based Art Education (DBAE). In
the Discipline-based art education, “creativity according to Cunliffe is seen “as unconventional
behaviour that can occur as conventional art understanding are attained; untutored childhood
expression is not regarded as necessarily creative”(Cunliffe,1998;49).
4. Discussion Of Implications
Overall, the researcher expand the quality of the structure which it revealed from the
relationship between the component approached. Its also show the formation and planning of
basic principle of curriculum globally. The researcher strengthen The content areas of the Art
Education programme and the Disciplined Based Art Education approach which is in use all
over the world were discussed. The article further revealed that curriculum and evaluation are
related each other as a result of their complementary roles. Same goes to the component of
evaluation, which relies on instruction in order to be relevant.