The cognitive aspect of interactive learning and teaching in visual arts education

Tomljenović, Zlata

doi:10.18690/rei.13.2.131-152.2020

Cited by 3 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To stimulate the pupils' creativity, teachers should be creative in their classes (Shepherd, 2005). In doing so, they should be familiar with and use modern, interactive approaches to learning and teaching, various teaching means and aids, including ICT technology; they should include their pupils in independent and active work, and stimulate their desire for new and different ways of solving visual arts problems (Tomljenović, 2015). Teachers should know the level of their pupils' previous knowledge and visual arts characteristics/visual arts types of pupils in order to prepare the teaching topics more successfully, to determine visual arts tasks, and to assess the pupils' artwork (Duncum, 1999).…”

Section: Development Of Competences In Visual Arts In Teacher Education Studiesmentioning

confidence: 99%

Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

Tomljenović

Novaković

2019

CEPSj

Self Cite

View full text Add to dashboard Cite

In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.

show abstract

Section: Development Of Competences In Visual Arts In Teacher Education Studiesmentioning

confidence: 99%

Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

Tomljenović

Novaković

2019

CEPSj

Self Cite

View full text Add to dashboard Cite

show abstract

“…La investigación científica ha demostrado la ca pacidad que tiene el arte, en este caso la plástica, sobre el beneficio y desarrollo integral del ser humano (Jenson, 2018), teniendo en cuenta, sobre todo en edades tempranas (Gökçe y Oğuz-Namdar, 2020), la capacidad de percepción y entendimiento del entorno (Sakr y Osgood, 2019), su capacidad de expresión emocional (Farrington et al, 2019;Manrique, 2021) y reflexión (Shulsky y Kirkwood, 2015), así como sus beneficios a nivel cognitivo (Tomljenović, 2020), y social (Liang, 2022;Manrique, 2021) .…”

Section: Introductionunclassified

Diseño y validación de la Escala breve de Actitudes sobre la Didáctica de la Expresión Plástica (EADEP)

Aparicio Flores,

Esteve Faubel,

Fernández-Sogorb

et al. 2024

Rev. complut. educ

View full text Add to dashboard Cite

INTRODUCCIÓN. La educación artística influye beneficiosamente en el desarrollo integral del ser humano. Sin embargo, existe una carencia por lo que respecta a su investigación, como también lo es respecto al conocimiento de estas ventajas. Por ese motivo, es de especial relevancia examinar la actitud de los futuros maestros sobre el arte, o de forma más concreta, en cuanto a su didáctica. No obstante, hasta el momento no se han encontrado escalas que evalúen, desde una metodología cuantitativa, las actitudes con respecto a la Didáctica de la Expresión Plástica. Por ese motivo, este trabajo tuvo como objetivo diseñar y validar la Escala breve de Actitudes sobre la Didáctica de la Expresión Plástica (EADEP) y observar la invarianza entre sexos. MÉTODO. Para ello, se partió de una muestra de 190 futuros docentes (Medad = 20.05; DT = 3.67) para un primer estudio y 790 (Medad = 19.88; DT= 4.03) para un segundo. RESULTADOS. El primero de ellos arrojó un factor para la EADEP con adecuadas propiedades psicométricas. El segundo de ellos indicó un buen ajuste de los datos para la estructura unidimensional de la EADEP, manteniéndose invariante en función del sexo. CONCLUSIÓN. Se ofrece, por tanto, un instrumento de medida válido y fiable para la actitud hacia la Didáctica de la Expresión Plástica y se reflexiona sobre la necesidad de aumentar los estudios en este campo.

show abstract

Curating cognition in higher degree art education

Heaton

2023

Research in Education

View full text Add to dashboard Cite

This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.

show abstract

The cognitive aspect of interactive learning and teaching in visual arts education

Cited by 3 publications

References 14 publications

Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

Diseño y validación de la Escala breve de Actitudes sobre la Didáctica de la Expresión Plástica (EADEP)

Curating cognition in higher degree art education

Contact Info

Product

Resources

About