Background

Introduction Primary Curriculum Methodologies Theories Type

Visual

Introduction

ART EDUCATION

Curriculum

Physical

Introduction

Instructional methodologies Curriculum Introduction

Musical

Arts in Education

1.0 Introduction of Art

Art is a subtle form of arranging items in a way that influences and affects one or more of the senses, emotions, and intellect (Wikipedia, 2011) 1and using that to convey message, just like using a language, only by using a different medium. Different medium may vary such as using visual, physical or from a musical aspect. We can convey our feelings of delight and grief through the convention of arts. It is constantly use in our daily life to aid in the transmission of message from one individual to another. For example, we can hear ideas being expressed in songs on the radio, see information in advertisement littering the streets and understand meaning on a higher level through interpretative dancing. In a 1987 article, Tickle2 discussed how men and women have been using this aforementioned form of arts since the Renaissance era. It is to transmit the heritage of people and express human joys and sorrow not only by the usage of words but by other, more effective means as well.

From an Islamic perspective by Imam Muslim in his book Kitab Al-Iman, he describes art as a form of knowledge (understanding) where a person will produce and give birth to an idea that was manifesting from their thoughts and feeling into something visual that others and the artist could appreciate.

2.0 Art Education

Art Education is the process of teaching Art to students based upon visual arts, physical arts or musical arts. The purpose of Art Education is to help a child develop holistically by enhancing perception, aesthetics and creativity. Historically, the first art school to be established was in Greece at 400BC. Art Education encompasses learning and teaching by a qualified instructor. Its core component is the study of inseparable artistic and aesthetic experience and learning. (Wikipedia, 2011) 3

1 2

Art : From Wikipedia, the free encyclopedia (http://en.wikipedia.org/wiki/Art) The Arts in Education by Les Tickle (1987) pg. 2 3 Art Education : From Wikipedia, the free encyclopedia (http://en.wikipedia.org/wiki/art_education)

The process of thinking critically, exploring and creating out of art throughout the learning will allow students to state their own ideas and help them express themselves. This experience will allow them to build their self-confidence and help them recognize their own preference in arts as well as extract hidden talents lurking in the students.

Teaching and learning will be more memorable if the activity is done creatively and critically4 by an experienced instructor. 5 According to Chua et. al., inexpert arts teachers is a prime reason to uncultivated talent amongst the students. Most inexpert would not even bother to teach proper techniques regarding the finesse of arts opting for far more important subject such as mathematics, science and etcetera.

However, if students are given properly trained teachers in Arts Education, these teachers will aid students ability in acquiring the proper skills and mindset needed to explore the world of arts correctly. In such cases, students are encouraged to keep records of the arts that were created in order for them to reflect on the product at a later date. This form of practice will help student in making analysis, synthesis, and reflection on the learning that has taken place.

3.0 Theories of Art Education There exist many learning theories that become the basis of our schools curriculum and Art Education is no different. Listed below are some prime contributors to Art Education.

3.1 Theory of Multiple Intelligences

There are many learning theories available to be use as a guide for Education. However, in terms of Art Education, Howard Gardners theory of multiple intelligences6 is most commonly mentioned. Gardner saw intelligence not dominated by a single general ability but divided into various specific modalities (Wikipedia, 2011). For example as given in the article, a child being able to multiply and do addition well would not guarantee that he or she child is more intelligent than another child who have difficulty in doing so. It could be said that the child having difficulty
4 5

Pendidikan Seni Visual: http://www.moe.gov.my/bpk/sp_hsp/seni/kbsr/sp_pseni_kbsr.pdf Kreativiti Guru Pendidikan Seni http://psasir.upm.edu.my/3412/1/Kreativiti_Guru_Pendidikan_Seni.pdf 6 Theory of Multiple Intelligences : http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

may excel in a field outside of mathematics, may best learn mathematics through a different approach or understand the mathematical process at a deeper level then the rest. Thus, it could be seen that Gardners theory doesnt discriminate any level of intelligence, as he saw all as being in equal par with each other. The multiple intelligences are divided into eight categories which are: Logic and Reasoning
Spatial Judgement Ability to see with mind's eye

Logicalmathematical

Intra-

personal

introspective and selfreflective capacities interaction with others

Spatial

Interpersonal

Words Linguistic Control bodily motion Handle object BodilyKinesthetic skillfully

nurturing information to ones natural Naturalistic surroundings Sound, rhythm and tones

Musical

(Wikipedia, Theory of Multiple Intelligence)

Usage of this theory in education is mainly focus on the logical-mathematical aspect and linguistic aspect such as in IQ tests and not much on the other level of intelligence. While many students function well in such an environment, there are still many more that do better in other field of intelligence such as musical, intrapersonal, and etcetera. Gardner argues that teachers should focus in diversifying their teaching methodologies7 to incorporate students who have unique learning abilities.

Seni Visual: http://www.oocities.org/zulmz65/hbef1403seni.pdf

This will ensure that educators will not just focus on the majority aspects of leaning but also on the minority as well. It should be noted as well that Gardner highlights the importance of Musical and Bodily-Kinesthetic capabilities in his learning theory, which became a basis in most of our current Physical and Musical Education curriculum.

3.2 Creative and Mental Growth

In his book Creative and Mental Growth, Lowenfeld describes the basic principles of child art and it is widely used by teachers in preparation for their art classes today.8 Lowenfeld mentions in his book that the art children produces will reflect the growth that they are undertaking such as aesthetic, social, physical, intellectual, and emotional growth.

Children are easily attracted to new things and new experiences. This sense of aesthetic present in them makes them quite unique. Lowenfeld believed that the aesthetic development in children is influenced by growth factors and environment that make up the features and patterns of thought. These factors are age, backgrounds, culture and experience. Cultivating these aesthetic in a right way will help develop a childs sense of artistic capabilities.

Lowenfeld also created the stages of artistic development. Understanding these stages help us develop artistically because, just like with other skills, such as walking, we have to take baby steps before learning how to walk. The same goes for creating a masterpiece. Understanding the early stages of artistic development will help make us a better artist and a better art teacher. His stages are divided into 6 levels9, which are:

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Creative and Mental Growth: http://en.wikipedia.org/wiki/Viktor_Lowenfeld#Creative_and_Mental_Growth Stages of Artistic Development: http://thevirtualinstructor.com/blog/the-stages-of-artistic-development

Scribble Stage

The Decision Stage

Preschematic Stage

The PseudoNaturalistic Stage

The Schematic Stage

The Dawning Realism

An article on TheVirtualInstructor.com state that many children view art as a skill that does not warrant any merit if they further pursuit in that line, thus resulting in them stop to improve and develop their artistic capabilities. Also, through peerpressure and other external factors, many children have a high sense of self-criticism and think that they do not possess the ability to do arts. This further discourages the development of their abilities.

However, Lowenfeld view art as any other skill that is available, which requires the learner to commit and learn until the final stages. To quote from TheVirtualInstructor.com, Any skill level can be attained with practice. This stage of artistic development is perhaps the most critical to the development of an artist.

4.0 Type of Art Education

When talking about Art Education, it is not only limited to the well-known design form of Visual Arts, such as drawing, sketching, sculpting and etcetera. Art Education also encompasses other form of arts such as Musical Arts and Physical Arts. We will discuss in detail the basis, history, pedagogical aspect of each art form in Primary Education in more detail in the next section.

4.1 Visual Arts According to Wikipedia, Visual Arts10 means a type of Art that is visual in nature or in a much simpler term, it means that it is a form of art that we can see with our eyes such as drawings, sculptures, and paintings. An article on Curriculum Online
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states that purposeful visual arts activities expand children's ways of exploring,

expressing and coming to terms with the world they inhabit in a structured and enjoyable way.

This article further states that kids sense of curiosity primarily help them learn how to respond aesthetically to their environment through touch, taste, sound and smell. With the help of Art Education, it can further build up kids sensory consciousness, heighten their curiosity, and enhance their sensibilities.

4.1.1 Visual Arts Curriculum for Primary School

The curriculum for Visual Arts gives opportunity for students to explore new experiences and give students a platform for them to try a wide range of activities that will help them in the long run. Example on how it could aid the students is by enabling them to develop ideas through imagination. Learning about and with arts can assist student to acquire their sense of cultural identity. (Curriculumonline.ie, retrieved October 12, 2011)

At a primary level, Visual Arts curriculum is child-centered. As discussed earlier, each child has different form of intelligence and they need space and free reign to expand their respective intelligence entirely. Visual Arts activities are here to help because it is geared towards helping children express their world in visual, tangible form (Curriculum Online, Retrieved October 12, 2011).

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Visual Arts: http://en.wikipedia.org/wiki/Visual_arts Visual Arts Guidelines: http://www.curriculumonline.ie/en/Primary_School_Curriculum/Arts_Education/ Visual_Arts/Visual_Arts_Teacher_Guidelines/

Curriculum Online12 also states that a Visual Art program is structured towards providing students with a basic education in the fine arts. Things covered in this program for primary levels include basic drawing, painting, printing, molding, and constructing. In each, it is carefully constructed so that there exist a balance between making art, looking at art, and responding to art.

These activities, as explained further, help students to develop their ability to communicate visually. They will learn how to be aware of the elements that governs the basic art formation such as lines, tone, form, color, shading and etcetera.

4.1.2 Approaches and Methodologies Ways to achieve a response that is likeable on a students part in regards to arts depends on how the teacher approaches the subject. At a primary stage, the teacher plays an important role in guiding the students to build up their artistic skills and understanding. If the teacher have no knowledge on the theories of how children acquire art skills, then it would be hard for that teacher to aid students in developing their artistic skills in a correct manner. At the worst of luck, teacher who lack the right knowledge on visual arts, might hinder or discourage the student from delving further in the line of arts. According to Curriculum Online13, the subject matter for art must stem from the children's life experiences and from their imagination. Children, when making art, observe the environment that surrounds them. It gives them opportunity to develop their sense of visual awareness towards what is happening in their surrounding and gives them the ability to hone their artistic development in a personal way. This is due to them being able to link their experience in life to the art that they are making and this gives their art a more personal touch to it.

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Visual Arts Curriculum http://www.curriculumonline.ie/en/Primary_School_Curriculum/ Arts_Education/Visual_Arts/Visual_Arts_Teacher_Guidelines/The_content_of_the_visual_arts_curriculum/ 13 Approaches and Methodologies http://www.curriculumonline.ie/en/Primary_School_Curriculum/ Arts_Education/Visual_Arts/Visual_Arts_Teacher_Guidelines/Approaches_and_methodologies/

Guided discovery, as mentioned on Curriculum Online, is the best way to approach in teaching students visual arts at a primary level. In guided discovery, the teachers provide a stimulating environment for them to work on their art. Furthermore, students work are monitored and encouraged by the teachers so that they will continue on being motivated to keep on creating art. When they are finished, they are given suggestions on how improve and compliments when needed. Mostly in guided discovery, teacher will teach a little about the topic, say printing, and students are given free rein on how they want to develop their art. This will enable students to sharpen their imagination and give them the space to express themselves artistically.

4.2 Musical Arts Musical arts or Musical Education14 deals with the teaching and learning of music (Wikipedia, Retrieved on October 14, 2011). Music is everywhere in our daily life that sometimes we dont even notice its existence. According to Curriculum Online15, Music is a form of communication that we use to convey ideas, thoughts, and express feelings through selected sounds and symbols that are created by instruments. Music requires two components which are Music Listener and Music Maker. The act of producing music is an example of a kinesthetic activity because it requires the player to play music while having the players mind in tune to the process of making the music.

The assimilation of musical education in line with other subjects is common in most nations in the world and Malaysia is no exception. Music Education can help produce students that have basic knowledge in music, minimal music production skill, build up creativity and innovation and lastly, it can help student appreciate and enjoy

14 15

Music Education: http://en.wikipedia.org/wiki/Music_education Musical Education guidelines : http://www.curriculumonline.ie/en/Primary_School_Curriculum/ Arts_Education/Music/Music_Teacher_Guidelines/

the aesthetic feeling music produces within us (Sukatan Pelajaran Pendidikan Muzik, 1999)16.

4.2.1 Musical Art Curriculum for Primary School

In the Sukatan Pelajaran Pendidikan Muzik KBSR (1999), it states that the musical education focuses on the element of developing basic knowledge and skill in music while integrating principles within the students using music. These principles are appreciation towards music, cultural appreciation and many more.

Our curriculum helps students to expand themselves artistically through the aesthetic appreciation of music. Just like visual arts, musical art is child-centered where the students take charge in wanting to learn which musical instrument that interests them. Teacher plays a role in guiding students learning in which students will acquire and subsequently able to admire music on an intellectual level.

The syllabus is constructed based on four aspects, which are: (i) Aesthetic perception (ii) Musical experience (iii) Creative expression (iv) Aesthetic appreciation

In aesthetic perception, students will understand the basic components of music such as intonation, rhythm, expression and musical symbols. Musical Experience allows the students to familiarize firsthand the production of music by having them play the instruments of their choice. This particular aspect deals with the correct technique and the actual experience of playing a musical. Most schools in Malayia have their student playing the recorder in the primary levels as not many schools allocate a high budget in purchasing musical instruments.

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Sukatan Pelajaran KBSR Pendidikan Muzik http://akses.skseriampang.net/SP/10_Pendidikan_Muzik/ sp_kbsr_muzik.pdf

Creative exploration is self-explanatory where students are given the freedom to express themselves through discovery, improvisation or innovation. In the last aspect, which is aesthetic appreciation, it deals with students developing appreciation towards music in such a way that they are able to analyze, identify, compare and give opinions regarding the traditional music or musical instruments that Malaysia have.

4.2.2 Instructional Methodologies

When we deal with education of any subject, teachers are bound to use instructional methodologies that were created by famous educationalist throughout the century. The Suzuki method is mostly used in Malaysia. It is created by a person named Shinichi Suzuki. He believed that the primary method to achieve musical intelligence is by creating an environment that is similar to learning how to acquire the native tongue. This environment includes lots of love, encouragement, highquality examples, praise, rote-repetition and training, and a time-table set by the students developmental readiness to learn a new technique. This method is highly similar to that of language learning and it is quite popular internationally (Wikipedia, Retrieved on October 16, 2011).

4.3 Physical Education

Physical Education or P.E (Pendidikan Jasmani) is a subject taught during primary and secondary schooling that encourages psychomotor learning in a situation where students can explore and enjoy exploration of body movement (Wikipedia17, Retrieved on October 15, 2011). This subject is also beneficial for students as it promote healthy lifestyle for them and helps them develop athletically.

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Physical Education: http://en.wikipedia.org/wiki/Physical_education

4.3.1 Physical Education Curriculum for Primary School

Physical Education is a way to provide students with a fun platform for them to develop their physical being. Students in the 21st century need motivation and encouragement to do movement activities and spend their time constructively in a healthy lifestyle or else they would be stuck spending their days glued to the computer screen.

Through physical education, students will learn to enjoy and appreciate the feeling when achieving their goal and the joy of physical exertion and exercise. These are the skills and experience needed for a child to increase their self-esteem and develop a positive outlook on life (Curriculum Online18, Retrieved on October 17, 2011).

The content of physical education according to Sukatan Pelajaran KBSR Pendidikan Jasmani19 is divided into three aspects, which are: I. II. III. Fitness Skill Sportsmanship

In the Fitness aspect, it focuses mainly on building students health fitness such as cardiovascular resilience, muscle endurance, body strength, flexibility and body composition. Besides that, this aspect also develops students performance based fitness such as coordination, balance, agility, reaction time and etcetera. For the skill component, it is geared towards developing students talents. These skills are integrated in things such as games, athletics, gymnastics and creative movement. The last aspect which is sportsmanship deals with safety, fairness and ethics when dealing with sports.

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Pysical Education Curriculum http://www.curriculumonline.ie/en/Primary_School_Curriculum/ Physical_Education/Physical_Education_Curriculum/ 19 Sukatan Pelajaran KBSR Pendidikan Jasmani: http://akses.skseriampang.net/SP/09_Pendidikan_Jasmani_Kesihatan/sp_pj_kbsr_kbsm.pdf

5.0 Conclusion

We have seen the meaning of art and the meaning of art education from different perspectives. We have also seen a few theories that make-up art education such as Gardners theories of multiple intelligence and Lowenfelds stages of artistic development. These theories have basis for most art education teachers in understanding the stages in which a child develops their artistic abilities. It also help teachers to not judge a single form of intelligence as being predominant; instead it shows that there are multiple intelligence that are of equal par with the rest.

In a nutshell, we have also seen the different forms of art. These different types are visual arts, musical arts and physical arts or physical education. In these different form of arts, we have seen how it is taught at a primary level and how teachers approach these subjects when teaching the students. To conclude, art education is an important aspect in a childs education, especially at a primary level. The child is still in the early stages of development and they need structured and guided growth to enable them to grow well, holistically. They also need to be encouraged and receive a platform that helps them to explore the world around them with the teacher giving them an early push and tools to do so.

Furthermore, students need to learn how to manage their time more constructively and wisely with activities that will benefit their growth such as team building activities or selfesteem enhancing activities. Through education already provided in schools, it is a matter of choice that is in the students hand whether they want to participate in the activities or not to.

6.0 References

Tickle, Les. (1987). The Arts in Education. New York, NY: Routledge

Art. (n.d.). In Wikipedia. Retrieved October 12, 2011, from http://en.wikipedia.org/wiki/Art

Art Education. (n.d.). In Wikipedia. Retrieved October 12, 2011, from

http://en.wikipedia.org/wiki/art_education

Pendidikan Seni Visual. (n.d). Retrieved October 12, 20011, from Ministry of Education (MOE) website: http://www.moe.gov.my/bpk/sp_hsp/seni/kbsr/sp_pseni_kbsr.pdf

Theories of Multiple Intelligence. (n.d.). In Wikipedia. Retrieved October 12, 2011, from
http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

Seni Visual. (n.d). Retrieved October 12, 20011, from Ministry of OCities website:
http://www.oocities.org/zulmz65/hbef1403seni.pdf

Creative and Mental Growth. (n.d.). In Wikipedia. Retrieved October 12, 2011, from
http://en.wikipedia.org/wiki/Viktor_Lowenfeld#Creative_and_Mental_Growth

Stages of Artistic Development. (n.d). Retrieved October 12, 20011, from Virtual Instructor website: http://thevirtualinstructor.com/blog/the-stages-of-artistic-development

Visual Arts. (n.d.). In Wikipedia. Retrieved October 12, 2011, from

http://en.wikipedia.org/wiki/Visual_arts

Visual Arts Guidelines. (n.d). Retrieved October 12, 20011, from Curriculum Online website:
http://www.curriculumonline.ie/en/Primary_School_Curriculum/Arts_Education/ Visual_Arts/Visual_Arts_Teacher_Guidelines/

Visual Arts Curriculum. (n.d). Retrieved October 12, 20011, from Curriculum Online website: http://www.curriculumonline.ie/en/Primary_School_Curriculum/arts_Education/
Visual_Arts/Visual_Arts_Teacher_Guidelines/The_content_of_the_visual_arts_curriculum/

Approaches and Methodologies. (n.d). Retrieved October 12, 20011, from Curriculum Online website: http://www.curriculumonline.ie/en/Primary_School_Curriculum/Arts_Education/
Visual_Arts/Visual_Arts_Teacher_Guidelines/Approaches_and_methodologies

Music Education. (n.d.). In Wikipedia. Retrieved October 14, 2011, from

http://en.wikipedia.org/wiki/Music_education

Musical Education Guidelines. (n.d). Retrieved October 14, 20011, from Curriculum Online website: http://www.curriculumonline.ie/en/Primary_School_Curriculum/Arts_Education/
Music/Music_Teacher_Guidelines/

Sukatan Pelajaran KBSR Pendidikan Muzik. (n.d). Retrieved October 14, 20011, from Sk Seri Ampang website: http://akses.skseriampang.net/SP/10_Pendidikan_Muzik/
sp_kbsr_muzik.pdf

Physical Education. (n.d.). In Wikipedia. Retrieved October 16, 2011, from

http://en.wikipedia.org/wiki/Physical_education

Sukatan Pelajaran KBSR Pendidikan Jasmani. (n.d). Retrieved October 16, 20011, from Sk Seri Ampang website: http://akses.skseriampang.net/SP/09_Pendidikan_Jasmani_Kesihatan/
sp_pj_kbsr_kbsm.pdf

Physical Education. (n.d). Retrieved October 16, 20011, from Curriculum Online website:
http://www.curriculumonline.ie/en/Primary_School_Curriculum/Physical_Education/ Physical_Education_Curriculum/