Kárpáti, Andrea
A.127 | Wednesday, 18 July 2007, 10:00 - 10:30, Room A2
Effects of art education on the development of personality of pupils – a field study of teaching process
Hypothesis 1. Prabha Saharsbudhe postulates that dealing with art strengthens the power of understanding and helps to comprehend the meaning of one’s own experience. 2. Art education as such is no guarantee for personality development. Some methods are more relevant for personality development while others are developing useful visual skills but do not touch on the human experience: self-consciousness and knowledge of the world. 3. An optimal time for personality development through art is adolescence, when verbal expression fails to reveal the richness and variety of the growing identity. Visual symbolisation in adolescence is equally important and powerful as in the years of “fabulous realism” of the young child aged 3-6. To prove this, we developed a comparative study of the effects on personality development of students in Finnish, German, Hungarian and Spanish art education. Research plan: Teachers’ awareness of developmental potentials of different methods of art education, found out by interviews, classroom observations etc. The effects of certain methods on personality development: Student population: Schools selected in Germany, Finland of Hungary to represent differing methods that seem to be relevant for personality development School level: lower secondary, ages 14-.16 Number of subjects: 20-30 per country Duration of the experiment: max. 6 months treatment, with pre-and post tests and tasks Developmental program: Planning by the international research team and the local teachers: standardised lesson plan format to allow comparison Standardised data collection sheet for students Max. 6 month, 1-2 lesson hours per week, complemented with project type homework, or special program Teacher: the regular art educator of the school Context for the study: National / regional / school art curriculum School context: (art) educational culture of the experimental schools Art related to attitudes of the class Teaching strategies and art related attitudes / values of the art teacher BacMethods: Spain: installation Hungary: new media – personal home as expressive medium Finland: integration of senses – a polyaesthetic project Germany: improvisation with different traditional two-dimensional media (paint, chalk, crayon, etc.) art production Evaluation: Pre- and post test (standardised psychological test battery available in the foru countries as national standards Digital portfolio Traditional portfolio and logbook Interviews Art teachers Selected students (based on portfolios)
Hein, Zuvi
print page back to selective list