Ed772

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Ed772

  1. 1. ED770 M.Ed (TESL), ED775/ED705 M.Ed (MANAGEMENT & LEADERSHIP) & ED772/ED702 M.Ed (VISUAL ARTS EDUCATION) RESEARCH PROPOSAL FORM IN THE FOLLOWING 5 PAGES, SUMMARIZE YOUR EDU772 RESEARCH PROPOSAL NAME/STD ID AHMAD FAIZUL BIN ZAKARIA 2012531545 TITLE Appreciation of art through Graphic Organizer in Elementary School / Appreciation of art through Storytelling in Elementary School / Appreciation of art through Big Book in Elementary School. BACKGROUND TO THE RESEARCH (what are the issues/current scenario thatbrought light to the proposed study?) Visual Art curriculum in elementary school consists of four areas: drawing, making patterns and designs, shape and create structures and recognize traditional crafts. Organization for each area is based on the four content standards of aesthetic perception, application of art, creative expression and appreciation of art. This is consistent with the goals of the subject of visual arts education to produce students with a harmonious, critical, creative and innovative through visual art language. The planned art activities enable students to produce artwork and be able to make appreciation of the visual arts. Appreciation of art plays an important role to enable pupils appreciate own and others friend artwork according language of visual art, art history and culture. Pupils also can appreciate of heritage and the relationship of visual arts with other disciplines, life and career. The content assist emotional development of students, enhance a sense of gratitude to God, to appreciate the beauty of the environment, the beauty of art and heritage, and contribute to the development of self, family, community, and country in line with the National Education Philosophy. Appreciation of art involves full sense of taste or touch and visual. Art works such as paintings, drawings, sculptures, and printmaking can be seeing while craft and sculpture can be touch. Appreciation of art involves the use of language to communicate with others what he/she thinks and feels. Pupils need enough knowledge and vocabulary about art. Through appreciation, pupils are able to understand and respond to aspects of art that are in the artworks. Pupils also will know about the importance of the arts in life, producing works (art products), understand art and its relationship and creating and using aesthetic taste and quality artwork. One of the main focuses of Visual Art Education in KSSR is make an easy appreciation. Appreciation of visual arts can
  2. 2. provide pupils with experience to recognize aspects of visual art knowledge, and its use in a variety of activities life in terms of beauty and function. Students involved in the study of comparative and express what they seen in terms of art aspects through artwork. Statement of artwork can also be made in a variety of ways such as oral, story, acting, singing, writing and poetry. Pupils will be introduced to the arts figures and their contribution. STATEMENT OF THE PROBLEM (identify the ‘gap’ which you plan to investigate with the intention to add new knowledge to the existing body of knowledge) However, preliminary information indicates at most schools, teaching and learning about art less executed properly. This is due to various constraints that exist in the execution of the art teaching, particularly in elementary school. In the process of appreciation sessions at elementary school usually have an evaluation activity and a simple of criticism. Lack of skills, ideas and knowledge related to the elements and principles of art are also an obstacle for art educators to appreciate artwork with properly and efficiently. Maybe the people in this country have a negative perception about the meaning of critic. Most people do not like to be criticized in terms of action or way of thinking. Critic sounds like waiting to find fault or bad. At the end of the lesson is often not made in appreciation of concerned pupils were discouraged or less enthusiastic when criticized by other friends. Even just going to class eventually mess and noise. From my observations, pupils have less knowledge and confidence to make the appreciation of whether their own artwork or others. They just come out to the front of the class with a smile alone. They seem not to understand what art appreciation and less exposure to the language of visual art. They do not know how to express the content during appreciation seassion. Appreciation seassion too often overlooked by art educator because lack of time and so on. What is important for art educator is their students will complete task to make an art product and sent to them for checked. Pupils did not know the meaning behind the artwork. They can not identify the contents of the elements and principles contained in the artwork and thus can not analyze, interpret and evaluate the artwork. Therefore pupils can not appreciate artwork and assume their artwork give them no impact and meaning. The norm, art educator will ask pupils to display works in front of the class and then tell about the artistic and aesthetic whivh contain in their artwork. Appreciation of art normally happen in oral technique. Teachers are also likely to hold a Question & Answer to facilitate them make an appreciation according the elements and principles of art. This is ussually scene when art appeciation
  3. 3. process. Pupils are lack of exposure and art educator have less initiative when conducting art appreciation sessions that students acquire the knowledge and experience of the real, then make an art criticism later. RESEARCH OBJECTIVES Identify either pupils appreciation of art cover by four elements Feldman’s Model. Identify the efectiveness big book to help pupils make an appreciation of their artwork. Identify the more easiest to make an art appreciation either verbal or writting? Identify the effect more possitive when they verbally first then writes one or wites first and verbally ones or will the two stories be the same and no difference. RESEARCH QUESTIONS Wiil pupils appreciation of art cover four elements in Feldman’s Model? Will the big book help student to make an appreciation of their artwork? Will it be more easiest to make an art appreciation either verbal or writting? Will the effect more possitive when they verbally first then writes one or wites first and verbally ones or will the two stories be the same and no difference? LITERATURE REVIEW (summarize relevant theories and previous research) Eisner (2002) mention the student perceptions and appreciation of art are in some ways a reflection of the value that administration and the public as a whole place on art. In effect, if students don’t believe their teachers, principals or parents value the arts, the students aren’t going to see it as an important subject. Terry Barrett (2000) suggesting four activities for art criticism (1) describing, (2) interpreting, (3) judging, (4) theorizing about art. He suggests that, although all four activities overlap, interpretation is of primary importance to art criticism, and is likely to be most complex activity. Feldman (1967) mention the chief goal of art criticism is understanding. We
  4. 4. wish to find a way of looking at objects of art and thinking about them which will yeild the maximum of knowledge about their real merits. Feldman (1982) states four method of criticism model for the student to use in art-critical performance such as description, formal analysis, interpretation and jugdement. Feldman (1982) believes the students first examines the art object for thematic and utilitarian value prior to description. The student looks for the “pervasive quality,” or style, of the artwork. Immediately the student begins to search cues to categorize information about the art object. Feldman (1985) mentions intepretation is tremendously challenging; it is certainly the most important part of the critical enterprice. Explaining a work of art involves discovering its meanings and also stating the relevance of these meaning to our lives and to the human situation in general. Turner Learning Inc (2000) mention a story is a gentle way to express personal values, especially for children. When storytelling relies on imagination and creativity, a child can place his or her individual beliefs and ideas at a safe distance from the audience, and eel the freedom to communicate actions and decisions more so than in any other manner in which such ideas might be considered unacceptable. Thus, children can use the story as a façade and feel protected against embarrassment from telling too much about themselves in such an extroverted manner McWilliams (2002) stated storytelling is interpretive, and personal, and a great vehicle for assessing and interpreting events and experiences. Every story is a direct reflection of the essence of the person who created the story. Vygotsky (1962) recognized the differences between oral and written language when he wrote that a writing activity demands a high level of abstraction, deliberate semantics, and conscious efforts, whereas the speech activity requires spontaneity and unconscious activity. RESEARCH DESIGN (tick only one) a) Qualitative b) Quantitative c) Mixed method d) Case study e) Others (please specify : __________________
  5. 5. METHODOLOGY (describe your instruments , data collection procedures and method of analysis) This study will be carried out quantitatively where samples will be given a pre- test and post-test.Pupils will be given the teaching appreciation of their artwork by using big book. Pre-test will be conducted before the use a big book and post-test will be conducted after the use of big book. The pre-test and post-test, the pupils need to make an appreciation of their artwork either verbally or writting. The marks will be given based on their answer to determine whic one is the best way to help student make an appreciation. The questionnaire was also used in the study to determine the interest and effectiveness of the big book for art appreciation. Data collected will be analyzed using Statistical Packages For The Social Science and Microsoft Excel.
  6. 6. REFERENCES (at least 5) Barrett, T. (2000). Criticizing art: Understanding the contemporary (2nd Ed.). Mountain View, California: Mayfield Publishing Company. Eisner, E. (2002). The Arts and the Creation of Mind. In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). New Haven, Yale University Press. Feldman, Edmund B. (1967) Art as Image and Idea. Englewood Cliffs, NJ : Prentice-Hall. Feldman, Edmund Burke (1982) Varieties of Visual Experience. Englewood Cliffs, NJ : Prentice-Hall. Feldman, Edmund Burke (1985) Thinking about Art. Englewood Cliffs, NJ : Prentice-Hall. McWilliams, B. (2002). What is Storytelling? A Definition discussed by members of the National Storytelling Association. Retrieved April 10, 2014, from http://www.eldrbarry.net/roos/st_defn.htm Turner Learning, Inc. (2000). Learning through storytelling-an educator’s guide. Retrieved April 6, 2014, from http://www.turnerlearning.com/turnersouth/storytelling/index.html. Vygotsky, L. S. (1962). Thinking and speaking. In E. Hanfmann & G. Vakar (Eds. & Trans.), Thought and Language. Cambridge, Massachusetts: The M.I.T. Press. Retrieved April 4, 2014, from http://www.marxists.org/archive/vygotsky/works/words/vygotsk1.htm.
  7. 7. For office use : Supervisor 1) PN ROSLAILI ANUAR Date : _______________________________ -im-(mac/2013)

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