Teaching Art Classes in the Form of Distance Learning
Keywords:
fine art, distance learning, planning art assignment, pupils’ artwork, evaluation and assessmentAbstract
In the school year 2020/21, fine arts classes taught by specialised art teachers were conducted in the form of distance learning for almost four months. In the study I wanted to know how teachers gave pupils an art assignment; how the art tasks were designed; how the pupils’ creative work took place, and how the evaluation and assessment were carried out. The results of a survey, which was completed by 119 teachers, were processed at the level of descriptive statistics, and I also calculated the Spearman correlation coefficient. The results show that teaching took place asynchronously (giving written instructions, recordings of demonstrations) and synchronously (mainly in the form of videoconferencing in the introductory part of the lesson). The results indicated two major problems of distance art learning: the absence of individual counselling and group evaluation. The latter was replaced by brief written feedback on each art assignment.
References
Batič, J. (2003). Razvijanje motivacije za likovno-ustvarjalno delo. Didactica Slovenica – Pedagoška obzorja, 18(2), 60–71.
Bogdan Zupančič, A. in Krajnčan, M. (2019). Odnosna kompetenca strokovnih delavcev v osnovni šoli. Didactica Slovenica – Pedagoška obzorja, 34(1), 58–72.
Daniel, S.J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91–96.
De Vries, Y.E. (1996). The interactivity component of distance learning implemented in an art studio course. Education, 117(2), 180–185.
Douglas, M.K. in Jaquith, D.B. (2018). Engaging learners through artmaking. Choice-based art education in the classroom (TAB). New York, London: Teachers College Press.
Eisner, E.W. (2002). The arts and the creation of mind. New Haven, London: Yale University Press.
Kim, J. (2020). Learning and teaching online during Covid-19: experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52, 145–158.
Kini-Singh, A. (2020). Art education in the time of a pandemic. Bengaluru: Srishti Manipal Institute of Art, Design & Technology. Retrieved on 10.04.2021 from world wide web: http://www.unboundjournal.in/wp-content/uploads/2020/08/Amita_Kini-Singh_03_Critiques.pdf.
Korošec, H. in Batistič Zorec, M. (2021). Impact of creative drama and puppetry on prosocial behaviour in preschool. Didactica Slovenica – Pedagoška obzorja, 36(1), 19–32.
Kosmač Zalašček, F. (2019). Vloga umetnostnih dejavnosti v otroških oddelkih slovenskih bolnišnic. Didactica Slovenica – Pedagoška obzorja, 34(3–4), 92–107.
MacMahon, S. (2020). Human connection and learning: understanding and reflecting on the power of the social dimension for learning. Contemporary Issues in Education, 40(1), 15–23.
Roege, G.B. in Kim, K.H. (2013). Why we need arts education. Empirical Studies of the Arts, 31(2), 121–130.
Tacol, T. (2003). Likovno izražanje. Didaktična izhodišča za problemski pouk likovne vzgoje v devetletni osnovni šoli. Ljubljana: Debora.
Tacol. T. (1999). Didaktični pristop k načrtovanju likovnih nalog. Izbrana poglavja iz likovne didaktike. Ljubljana: Debora.
Zadnik, K. (2021). Koristi Bachovih cvetnih plesov v vzgojno-izobraževalnem procesu. Didactica Slovenica – Pedagoška obzorja, 36(1), 53–65.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Janja Batič
This work is licensed under a Creative Commons Attribution 4.0 International License.
