Infographic' or 'information graphic' is used in the present study as instructional material to scaffold teaching and learning in the Visual Arts Education (VAE) classroom at secondary school level. The present study will examine the use of the 'I-GEP' Module (Infographic of Elements and Principles of Design) which has been developed as a scaffolding tool for the VAE classroom focusing in the topic of Elements and Principles of Design for the upper secondary level. This study assesses students' achievement in summative test, artwork produced, and their feedback on gallery walk activities conducted. Utilizing the Design Developmental Research (DDR) Method, the I-GEP module was developed using ADDIE model supported by Learning and Remembering Equation Instructional Design Model as guide in developing Visual Art lesson plan and to be used in the teaching and learning process. Data is collected using quantitative and descriptive statistics, with supporting qualitative data. For the implementation and evaluation procedure, the research was conducted through quasiexperimental of single-group comparison study. The respondent in this phase were selected through purposive sampling of forty-three students consisting of thirty male and thirteen female students respectively with one Visual Art teacher. The result revealed significantly higher achievement on the mean total score of students' summative test after using the I-GEP Module. This demonstrates that utilisation of the I-GEP module improves students' achievement in the Visual Arts Classroom.

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This research attempts to develop a suitable Multicultural Pedagogical Module in teaching Visual Arts Education for upper secondary students. This study focuses on the teachers' understanding and acceptance towards multicultural education and to test the usability of interactive multimedia by repurposing the existing technology. The present research utilizes the Design and Development method focusing on the processes of developing a module which is useful in teaching of Visual Arts Education at upper secondary level. The three phases in this research are Phase one: Need Analysis, Phase two: Design and Development and Phase three: Implementation and Evaluation. However, in this study only the phase of implementation and evaluation which involve 30 pre-service Visual Art Education teachers from local university are reported. The research outcomes consist of text module, interactive multimedia presentation, lesson plan and teaching aid for VAE teachers. The results from the document analysis and semi-structured interview show that the module has a high potential to become a new pedagogical approach that is responsive to multicultural education while enhancing communication skills between the teacher and students in diverse classroom setting.

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Learning art online breaks the geographical barriers and frontiers between art students, artists, galleries, and museums. Studio critique can now be performed beyond the brick walls of a physical room through the virtual platform. This research studies on the impact of art criticism in an online gallery for independent artists which was developed through the design and development method (DDR) while Visual Culture Model was employed for Phase One in the Needs Analysis. The positive feedback obtained from five independent artists who participated in the research revealed that it is common for artists to use social networking sites as avenues for art criticism. The use of social networking sites is common among artists and regarded as valuable in their field. The respondents are supportive in the development of an online group for art criticism that could fortify their creativity and ultimately their artworks. Hence, the findings of the interview suggest that a social networking site like ARTIQUE would be a progressive platform for artists’ professional development.