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PROMOTING CULTURALLY RESPONSIVE PEDAGOGY MODULE THOUGHT THE ELEMENT OF MULTICULTURAL CALLIGRAPHY FOR SECONDRY SCHOOL Prepared By : NurolHasnahBintiIsmail– 2014623726 Email: [email protected]

Promoting culturally responsive pedagogy module thought the element

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Page 1: Promoting culturally responsive pedagogy module thought the element

PROMOTING

CULTURALLY

RESPONSIVE

PEDAGOGY MODULE

THOUGHT THE

ELEMENT OF

MULTICULTURAL

CALLIGRAPHY FOR

SECONDRY SCHOOL

Prepared By :NurolHasnahBintiIsmail– 2014623726Email: [email protected]

Page 2: Promoting culturally responsive pedagogy module thought the element

Introduction Malaysia is a country whose population consists of diverse

cultures. The main ethnic groups in the country are Malay,

Chinese and Indian communities as well as in Sabah and

Sarawak as Dusun, Murut, Bajau, Kadazan, Iban, Dayak and

others. Every race in Malaysia have their own culture which has

been practiced since ancient times until now. Adopted and

inherited culture whether in the arts, languages, customs,

music, religion, faith or law has its own unique character of

each community. All forms of cultural and all other religions are

always respected. Therefore, efforts should be made by all

parties to cultural traditions in all races not disappear from

public life now as a result of the modernization.

Page 3: Promoting culturally responsive pedagogy module thought the element

Background of Study

This research is a study to develop of interactive

multimedia in the teaching for culturally responsive

pedagogical module for the element of traditional

multicultural calligraphy in visual art education for

secondary school.

Page 4: Promoting culturally responsive pedagogy module thought the element

Problem of Statement

This cultural responsive teaching teacher are able to

teach Visual Art Education through element of

multicultural in calligraphy from Chinese and India

communities in Malay craft traditional calligraphy

According to SitiZuraidaMaaruf (2013), she has stated in

Huraian Sukatan Mata Pelajaran Pendidikan Seni Visual

(2002) that Malaysia’s visual art subject only focuses on

elements of Malay traditional craft only. This hinders the

true goal of the subject of visual arts in Malaysia

Page 5: Promoting culturally responsive pedagogy module thought the element

Research Objective

To design and develop culturally responsive pedagogy module the element of multicultural calligraphy in visual art education for secondary school.

To identify the instructional materials that can be used by teachers in the process of teaching and learning the element of multicultural calligraphy in culturally responsive pedagogy.

To identify suitable learning strategies that can be implemented in the culturally responsive pedagogy module for multicultural calligraphy in visual art education for secondary school systems.

To identify the level of usability of culturally responsive pedagogy module based on an evaluation panel.

Page 6: Promoting culturally responsive pedagogy module thought the element

Research Question

The research questions are:

What are the processes involved in design and development of culturally responsive pedagogy module in multicultural of calligraphy for secondary schools?

What are the instructional materials that can be apply by teachers in the process of teaching and learning of multicultural calligraphy in culturally responsive pedagogy?

What are the suitable strategies of learning that can be implemented in the culturally responsive pedagogy module of multicultural calligraphy in Visual Art Education for secondary schools?

What are the levels of usability of culturally responsive pedagogy module based on an evaluation panel?

Page 7: Promoting culturally responsive pedagogy module thought the element

OPERATIONAL DEFINITIONS

Responsive culturally

Pedagogy

Multimedia

ICT

Calligraphy arts

Calligraphy Chinese, India, Islamic

Types of calligraphy

1.6 LIMITATIONS

1.7 SIGNIFICANCE OF THE STUDY

Page 8: Promoting culturally responsive pedagogy module thought the element

Literature Review

INTRODUCTION

-DEVELOPMENT OF CALLIGRAPHY

-TYPES OF CALLIGRAPHY ( Islam, China, and India )

-CALLIGRAPHY AND ITS SPRITUAL

-Perspective of Islam

-Perspective of Far East (China, Japan, Taiwan ,India and Korea)

-CALLIGRAPHY EDUCATION

-ROLE OF CALLIGRAPHY IN ART EDUCATION

-THE ROLE OF CULTURAL RESPONSIVE IN ART EDUCATION

-THE HISTORY OF CHINESE, TAMIL AND ISLAMIC CALLIGRAPHY

-CONCLUSIONS

Page 9: Promoting culturally responsive pedagogy module thought the element

Research Methodology

The questionnaire for the surveys were constructed in order to proceed to the second phase of Developmental and Design Research (DDR).

Surveys were distributed to all samples that consisted of expertise in the various field of arts and design.

Causal research should be looked at as

experimental research. the goal of this

research is to prove a cause and effect

relationship.

Page 10: Promoting culturally responsive pedagogy module thought the element

Delphi Technique

Delphi technique is used to verify this module of learning. This is because the study involves many experts in the area of visual arts. To obtain the finest data, the researcher chose the Delphi technique because it is the best method that could produce an agreement between experts in visual arts for the purpose of determining learning tools as well as teaching strategies that are suitable to be implemented in the culturally responsive pedagogy module.

Page 11: Promoting culturally responsive pedagogy module thought the element

Population

Population No. of Sample Sampling Technique Research Method

Calligraphy artist/lecturers at Faculty Art & Design

8 Purposive Interview

Visual art lecturers at Faculty Education

8 Purposive Interview

Teachers of Visual Art in Secondary School

14 Purposive surveyOpen –endedquestion

Tech

niq

ue

De

lph

i

Page 12: Promoting culturally responsive pedagogy module thought the element

Population No. of Sample Sampling

Technique

Research Method

Calligraphy artist/lecturers at Faculty Art & Design

3 Purposive Interview

Visual art lecturers at Faculty Education

2 Purposive Interview

Teachers of Visual Art in Secondary School

2 Purposive Interview

Page 13: Promoting culturally responsive pedagogy module thought the element

THEORITECAL FRAMEWORKPROMOTING CULTURALLY RESPONSIVE

PEDAGOGY MODULE THOUGHT THE

ELEMENT OF MULTICULTURAL CALLIGRAPHY FOR SECONDRY SCHOOL

BANDURA PROSES OF MODELLING

LEY VYGOTSKYDevelopment of cognitive is influenced by

environment and culturalA

DD

IE M

OD

EL

TEACHER PEER P & P