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. 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. 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. 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. 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. 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. For office use :
Supervisor 1) PN ROSLAILI ANUAR
Date : _______________________________
-im-(mac/2013)