PISMP TESL JUNE 2016 INTAKE

ARTS IN EDUCATION
TSLB3023

TOPIC 1
LECTURE 1 & LECTURE 2

Hjh. Zamrudah Hj Ahmad Rashidi

English Language Department

ZAMRUDAH AHMAD RASHIDI/AIE

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2016
 TOPIC 1. Introduction to Arts in Education
LECTURE 1:
• Concept And Learning Theory
- Concept, aim and objectives of Arts in Education for
primary school teachers
- Constructivism Theory (Lev Vygotsky)

LECTURE 2:
• Concept And Learning Theory
- Multiple Intelligences Theory (Howard Gardner)
- Hoka Hoki Theory (Ned Hermann)

• Importance of Art in Education

- Importance of imagination, emotion, expression and
creativity
- Optimum , integrated and enjoyable learning
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RANCANGAN MAKLUMAT KURSUS (RMK)

At the end of this course students will be able to:

i. Explain basic concepts and elements in Arts in Education

pertaining to the teaching and learning process by referring to the
latest resources.

ii. Apply elements of Arts in Education in activities related to

exploration, acquiring experiences and expression related to
sensory of primary school students.

iii. Conduct visual art activities, music and movements in English

language education.

iv. Develop a project that integrates visual art activities, music and
group movements to be adapted in the teaching and learning of
English language in the primary schools.

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  culturally literate
 high aesthetic
values
 imaginative,
 critical,
 creative,
 innovative,
 inventive.
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 Exploring
 Experiencing
 Expressing
 Increasing sensitivity
 Increasing creativity
 Stimulating imagination
 Achieving an optimum level of education
through holistic and fun learning
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 Social Constructivist/Development Theory
Lev Vygotsky
1. Cognitive development

 Vygotsky places more emphasis on culture affecting/shaping

cognitive development

 believes that community & social interaction places a central & a

fundamental role in the development of cognition.

 places emphasis on the role of language in cognitive

development as cognitive development results from an
internalization of language.

For Vygotsky, thought and language are initially separate systems

from the beginning of life, merging at around three years of age,
producing verbal thought (inner speech).
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 2. Making meaning
 Vygotsky argues that community plays a central role in the
process of "making meaning“
 Believes that social factors/people around the student
greatly affect the way he sees the world

Summary:
Tools for cognitive development
 tools: culture, language, influential adults
 the type and quality of these tools determine the pattern
and rate of development

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So what..???
What does this mean in the context of
Arts in Education?

ZAMRUDAH AHMAD RASHIDI/AIE

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2016
 The zone of proximal
development (ZPD) is the
difference between what a
learner can do without help
and what he or she can do
with help.

Vygotsky believes that the role

of education is to give
children experiences that
are within their zones of
proximal development,
thereby encouraging and
advancing their individual
learning.

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 Zone of Proximal Development
• Vygotsky believed that when a student is at the ZPD for a
particular task, providing the appropriate assistance will give
the student enough of a "boost" to achieve the task.

• The ZPD is synonymous with the term scaffolding.

However, scaffolding was introduced by Wood et al. (1976).

• Once the student, with the benefit of scaffolding, masters the

task, the scaffolding can then be removed and the student
will then be able to complete the task again on his own.

Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child
Psychology and Child Psychiatry, 17, 89−100
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refer to: 2016
http://www.simplypsychology.org/Zone-of-Proximal-Development.html
 Tina talked to Tim today,
Tim today, Tim today,
Tina talked to Tim today, Tim today, Tim today,
Tina and Tim.

Thomas think that it’s Thursday,

it’s Thursday, it’s Thursday
Thomas think that it’s Thursday,
though it’s Tuesday.
In groups, make this sound by
imitating the beat & movement of
a locomotive:
th, th, th, th
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How can you help scaffold your young learners in
differentiating the shape of the letters
/b/ and /d/

bad dad
How can you help scaffold your young learners in
differentiating the sounds of the letters
/b/ and /t/

tdtdttddtdtd
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Scaffolding is most effective when the support is matched to
the needs of the learner. It is a structure of "support points"
for performing an action and refers to the help or guidance
received from an adult or more competent peer to permit the
child to work within the ZPD. This puts them in a position to
achieve success in an activity that they would previously not
have been able to do alone.

Wood et al. (1976) named certain processes that aid effective

scaffolding:
• Gaining and maintaining the learner’s interest in the task.
• Making the task simple.
• Emphasizing certain aspects that will help with the
solution.
• Control the child’s level of frustration.
• Demonstrate the task.

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 Principles of Constructivism
10 basic guiding principles of constructivist thinking that educators must keep
in mind:
1. It takes time to learn
2. Learning is an active process in which the student constructs meaning out
of experiences
3. People learn to learn
4. Learning involves language
5. Learning is a social activity
6. Learning is contextual
7. The act of constructing meaning is mental
8. Every one needs knowledge to learn
9. Learning is not the passive acceptance of knowledge it takes work
10. Motivation is a major aspect of learning

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LECTURE 2

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ZAMRUDAH AHMAD RASHIDI/AIE
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 Theory of
Multiple
Intelligences

10 Multiple
Intelligences

+
• Spiritual
&
• Existential
http://www.edutopia.org/multiple-intelligences-assessment

http://printables.scholastic.com/content/stores/printables/priv/04/9780439590204-
001.pdf
printables

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questi
ons/questions.cfm ZAMRUDAH AHMAD RASHIDI/AIE
Intelligence test 17
2016
•Verbal/Linguistic
People with Linguistic intelligence
are naturally good with writing or
speaking and memorization.
•Logical/Mathematical
People with Logical intelligence are
driven by logic and reasoning.
•Visual/Spatial
People with Visual intelligence are
good at remembering images and
are aware of surroundings.
•Bodily/Kinesthetic
People with Kinesthetic intelligence
love movement, have good motor
skills and are aware of their bodies.
Existential
People with Existential intelligence
reflect on the purposes of human
existence and life after death.
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•Musical
People with musical intelligence are
musically gifted and have a "good
ear" for rhythm and composition.
•Intrapersonal
People with intrapersonal intelligence
are adept at looking inward.
•Interpersonal
People with Interpersonal
intelligence are good with people and
thrive in social interactions.
•Naturalist
People with Naturalist intelligence
have a sensitivity to and appreciation
for nature.
Spiritual
People with Spiritual intelligence
concerns about religion, the super
naturals
and the likes.
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So what..???
What does this mean in the context of
Arts in Education?
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Roger Sperry: Hoka Hoki Theory /
Split Brain Theory
Whole Brain Model Hermann Brain Dominance Instrument

ZAMRUDAH AHMAD RASHIDI/AIE

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Brain Dominant
Test
slides
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Right side of
your brain
controls
your Left
body
functions.

Left side of
your brain
controls
your Right
body
functions.

ZAMRUDAH AHMAD RASHIDI/AIE

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ZAMRUDAH AHMAD RASHIDI/AIE
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So what..???
What does this mean in the context of
Arts in Education?
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 Tutorial Task
Work in groups of 3.
1. Find and read articles on:
- Social Constructivist/Development theory,
Multiple Intelligences Theory and Hoka Hoki Theory
- Make a mindmap.

2. Discuss & present the implications of these theories in

the teaching learning classroom. How does arts in education
fit in?
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