Ekplorasi Seni Visual melalui aktiviti lakaran asas terhadap kanak-kanak prasekolah

Muhamad Firdaus Ramli

QR Code Link :
Type :	article
Subject :	L Education (General)
Main Author :	Muhamad Firdaus Ramli
Additional Authors :	Rofidah Musa
Title :	Ekplorasi Seni Visual melalui aktiviti lakaran asas terhadap kanak-kanak prasekolah

Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2020
Notes :	PAKK
Corporate Name :	Universiti Pendidikan Sultan Idris
PDF Guest :	Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris

Penyelidikan ini mendedahkan ekplorasi estetika lakaran asas dalam aktiviti pendidikan kanak-kanak prasekolah terhadap kemahiran seni visual. Melalui lapangan pendidikan seni visual, kanak-kanak yang mempunyai bakat dalam memahami imej dan garisan dapat ditonjolkan dalam aktiviti melakar. Aktiviti lakaran asas ini melibatkan aspek fizikal dan kognitif dalam pembelajaran kanak-kanak di prasekolah. Fokus penyelidikan ini untuk mengenal pasti keupayaan guru dan kanak-kanak prasekolah yang terlibat dengan aktiviti teknik lakaran asas di dalam kelas. Seterusnya, tujuan kajian adalah untuk membuka aspek konsep pendidikan seni visual kepada keperluan pengajaran dan pembelajaran oleh guru. Pendekatan kajian berdasarkan kualitatif refleksi peserta mengikut subjek lakaran. Melalui aktiviti lakaran asas, penjelasan mengenai unsur dan prinsip pendidikan seni visual dengan asas teknik lakaran kepada guru dapat diperkembangkan. Persampelan kajian secara bertujuan dengan tiga tugasan dijalankan sebagai asas aktiviti interaksi fizikal oleh guru kepada kanak-kanak. Di samping itu, aktiviti kreativiti seni visual yang dirangka membolehkan penyelidik memberi tumpuan kepada lakaran asas yang dikemukakan oleh kanak-kanak. Hasil dapatan dari aktiviti kajian secara pemerhatian mampu mengetengahkan kemahiran praktikal melakar oleh kanak-kanak. Melalui teknik menggambar, asas kemahiran seni visual dapat ditingkatkan dengan kefahaman dan faktor kemenjadian dalam penerimaan kognitif kanak-kanak. Oleh yang demikian, signifikan dan implikasi dari penyelidikan ini berupaya meningkatkan motivasi guru mengenai pelaksanaan prosedur pengajaran melalui seni visual. Karya lakaran asas oleh kanak-kanak prasekolah berfungsi sebagai pelengkap kepada penanda aras keupayaan pengajaran oleh guru. Melalui aktiviti lakaran asas, kemahiran pengajaran terhadap subjek-subjek pembelajaran yang berkaitan dengan seni visual mampu diperkembangkan oleh guru. Konsep estetika dalam fokus penyelidikan ini dirangka untuk memperluaskan bidang pendidikan seni visual ke aras pengetahuan yang optimum.

References

Ajodhia. A., & Miller. A. S. C. (2019). Can arts-informed pedagogy facilitate communities of learning and belonging for minoritised early years children? An integrative review of research. International Journal of Early Years Education, DOI: 10.1080/09669760.2019.1685467

Arnold, R. (2020). Navigating loss through creativity: Influences of bereavement on creativity and professional practice in art therapy. Art Therapy, 37(1), 6-15, DOI:10.1080/07421656.2019.1657718

Bahagian Pembangunan Kurikulum. (2011). Buku panduan kreativiti pembangunan dan amalan dalam pengajaran & pembelajaran. Kementerian Pelajaran Malaysia.

Blomgren. H. (2019). Aesthetically sensitive pathways to knowledge in and through action research in Danish kindergartens. Educational Action Research, DOI: 10.1080/09650792.2019.1696215

Christensen, M. S. (2004). Introducing excitability. In Proceedings of the Nordic CHI 2004 Workshop, Tampere, Finland, pp. 10-13.

Cupchik, G. C. (1995). Emotion in aesthetics: Reactive and reflective models. Poetics, 23, 177-188

Follari. L., & Navaratne. M. (2019). Artists first, teachers second. Childhood Education, 95(6), 14-23, DOI: 10.1080/00094056.2019.1689053

Fullan, M. (2007). Change the terms for teacher learning. Journal of Staff Development, 28 (3), 35–36.

Gibson, J. J. (1979). The ecological approach to visual perception, Houghton Mifflin, Boston.

Gilmore. G. (2019). Intercultural praxis: Australian diploma of early childhood education preservice teacher visual literacy comparisons between Australia and Vietnam. Intercultural Education, 30(6), 634-657, DOI: 10.1080/14675986.2019.1627112

Grierson, E. (2011). Art and creativity in the global economies of education. Educational Philosophy and Theory, 43(4), 336–350.

Koster, J. B. (2012). Growing artists: Teaching the arts to young children, 5th Ed. Belmont, Calif.: Wadsworth Cengage Learning.

Lambert, P. D., & Sonke, J. (2019). Professionalizing arts management in healthcare facilities. The Journal of Arts Management, Law, and Society, 49(3), 155-170, DOI: 10.1080/10632921.2018.1559264

Lampert, N. (2006). Enhancing critical thinking with aesthetic, critical, and creative inquiry. Art Education, 59(5), 46-50, DOI: 10.1080/00043125.2005.11651611

Lindo. N. A., & Ceballos. P. (2019). Child and adolescent career construction: An expressive arts group intervention. Journal of Creativity in Mental Health, DOI: 10.1080/15401383.2019.1685923

McArdle, F., & Wright, S. (2014). First literacies: Art, creativity, play, constructive meaningmaking. In G.M. Barton (Ed.). Literacy in the Arts: Retheorising Learning and Teaching, (pp. 21-38). Switzerland: Springer International Publishing.

Musa, R., Ramli, M., Mohd Khairuddin, N., & Abindinhazir, Z. (2019). Eksplorasi lakaran bertema kenderaan serta kesan terhadap kreativiti kanak-kanak. KUPAS SENI: Jurnal Seni Dan Pendidikan Seni, 7, 72-80. Retrieved from http://ejournal.upsi.edu.my/index.php/JSPS/article/view/2708

Nae, C. (2019). Messages in bottles: Documented performance and performative photography in Romanian art during late socialism. Journal of Contemporary Central and Eastern Europe, 27(1), 81-97, DOI: 10.1080/25739638.2019.1643075

Nagamachi, M. (2002). Kansei Engineering as a powerful consumer-oriented technology for product development. Applied Ergonomics, 33(3), 289-294.

Overstreet, M. (2017). Culture at the core: moving from professional development to professional learning. Journal of Ethnographic and Qualitative research, 11(3), 199- 214.

Pintilie, I. (2014). Action art in Romania before and after 1989. Centropa: A Journal of Central European Architecture and Related Arts, 14 (1), 86-99.

Plows, J. (2014). There’s more to it! The visual art realm of three-year-old children. He Kupu, 3(5), 46-54.

Rainford. J. (2020). Confidence and the effectiveness of creative methods in qualitative interviews with adults. International Journal of Social Research Methodology, 23(1), 109-122, DOI: 10.1080/13645579.2019.1672287

Salem, B., Nakatsu, R., & Rauterberg, M. (2006). Kansei experience: Aesthetic, emotions, and inner balance.

Smyth, J., & Davis, D. (2016). Visual arts education: The potential for teacher delight and despair. International Art in Early Childhood Research Journal, 5(1), 1-11.

Stewart, C. (2014). Transforming professional development to professional learning. Journal of Adult Education, 43(1), 28–33.

Stewart. C. (2019). The dangerous power of art education. Art Education, 72(6), 25-29, DOI: 10.1080/00043125.2019.1648144

Taylor, K. V. (2020). Developing a visual art community of practice: A participatory action research study of a museum-based partnership for art teachers in Los Angeles.

Professional Development in Education, DOI: 10.1080/19415257.2020.1770838

Thorburn. M. (2020). Embodied experiences: Critical insights from Dewey for contemporary education. Educational Research, DOI: 10.1080/00131881.2019.1711437

Twigg, D., & Garvis, S. (2010). Exploring Art In Early Childhood Education. The International Journal of the Arts in Society, 5(2), 193-204.

Van Kuyk, J. (2011). Scaffolding - How to increase development? European Early Childhood Education Research Journal, 19(1), 133-146. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=2&sid=81b0c70a-2dab-4598-abb6-65c264324452%40sessionmgr101

Vecchi, V. (2010). Art and creativity in Reggio Emilia. London and New York: Routledge.

Wei, R. C., Darling-Hammond. L., Alethea, A., Nikole, R., & Orphanos, S. (2009).

Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.

Williams, W. R. (2019). Attending to the visual aspects of visual storytelling: Using art and design concepts to interpret and compose narratives with images. Journal of Visual Literacy, 38(1-2), 66-82, DOI: 10.1080/1051144X.2019.1569832

Wilson. H. E., & Presley. L. (2019). Assessing creative productivity. Gifted and Talented International, DOI: 10.1080/15332276.2019.1690956

Wright, S. (2010). Understanding creativity in early childhood: Meaning-making and children’s drawings. London: Sage Publications.

Wright, S. (2012). Children, meaning-making and the arts (2nd ed.). Pearson Australia

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page