The Study of Visual Learning on Students' Performance in PSV Education: Encouraging Students to Use Interactive Media while Producing Painting

By

IZZA ATHIRA BINTI AB JALIL

2013789163

ED702

Content CHAPTER 1

1.0 Introduction............................................................................................3

1.1 Background of Study.............................................................................3

1.2 Statement of Research..........................................................................5

1.3 Research Objectives..............................................................................6

1.4 Research Questions...............................................................................6

1.5 Research Hypothesis............................................................................6

1.6 Operational Definitions..........................................................................7

1.6.1 Visual Learning.............................................................................7

1.6.2 Painting.........................................................................................7

1.6.3 Interactive Media..........................................................................8

1.7 Limitations of the Study.........................................................................8

1.8 Significance of the Study.......................................................................9

CHAPTER 1

INTRODUCTION

1.0 Introduction

Everyone processes and learns new information in different ways. Each person

prefers different learning style and techniques under various different circumstances.

Understanding how to learn in any style can help maximize in studying by

incorporating different techniques to custom fit various subjects, concepts and

learning objectives. Using multiple learning styles and multiple intelligence by

Gardner (2006) for learning with Prensky's (2006) Technology Adaption and

Adaption Four phase is a relatively new approach to expand learning opportunities.

One of the learning styles is visual learning, which is, a dominant learning style in art

education. Visual learning which teaching and learning style associated with images

to develop ideas, data and other information. Common characteristic of visual

learning are uses visual objects such as graphics, charts, pictures and seeing

information that interpret in well usage of body languages and able to memorize and

recall various information.

Visual art or Pendidikan Seni Visual (PSV) is a chosen subject at the level of Sijil

Pelajaran Malaysia (SPM) for the literature and art students in most school in

Malaysia. Students begin to take this subject from Form 1 in middle school and since

standard five in primary school, as it is a compulsory subject at this level. Its

curriculum involves fine art, visual communication, design and traditional art. PSV is

an art education that has planned educational system and measurable performance

to meet individual needs. PSV also seeks to shape the generation of literate culture

and the arts include perspectives in exploration, production process, the meaning of

art as a whole and in the aspect of criticism (PPK hal.V). This requirement of needs

can be obtained through activities involving art, knowledge and skills about the

process, techniques and media as well as creation of value to shape the students'

personality to be the better generations of Malaysia as stated by National Philosophy

of Education (1988).

According to Feldman (1996), arts education is an effort that involves teaching and

learning to make and understand art, as well as to know the world and ourselves. Art

as per meaning is an activity involves painting, sculpture, crafts and etc.

1.1 Background of Study

This paper focuses on art activity that PSV offered since primary school that is seni

catan or painting and the relation to learning style that is more effective and

supportive in order of students' performances and confidence using paint. This paper

also focusing on teaching that is carried out by relating various art elements and

different from traditional teaching methods that only use chalk and blackboard as a

media presentation. According to Herbert Read, art is a form of production that gave

rise to the appearance of happiness, enjoyment and aesthetic pleasure. Aesthetic

pleasure is distinguished from both sensual pleasure and intellectual pleasure, the

enjoyment of emotional element in response to works of art and natural.

With advance technology and developed 21st century learners nowadays changing

what is traditional to somewhat hi-tech is more than an option. In this paper we would

consider and see possibilities to enhance students reception and cognitive learning

style to constructivism approach in media technology or added interactive tool in their

PSV learning. Technology media and interactive tool as a tool that helps in

communication process, as to unleash many learning potential (Heinich, 2002) and it

is a physical way that allows a message to be delivered via teaching and learning

(Reiser and Gangne, 1983).

Thus in this paper communication, exploration of learning styles that will enhance

visual learning in painting activity and approach and how does painting in teaching

and learning can help in conducting more effective, fun and fulfill PSV needs will be

studied with added technology and interactive media.

1.2 Statement of Research

According to Prof. Madya Hj. Iberahim Hassan from Universiti Pendidikan Sultan

Idris, as an educator should be able to assess or re-examine certain areas of art that

are always updated in line with current needs. He lined out the arisen issue of

Objektif 4 sukatan pelajaran Pendidikan Seni Visual Sekolah Menengah : Using a

variety of skills, techniques and technology to invent and produce a quality craft and

visual art products.

It is about time this subject equipped with the appropriate technology and media in its

role to improve various skills among the students as stated in the syllabus objectives.

Curriculum Development Centre, Ministry of Education provides three computers to

the field of visual communication, and in particular for the visual arts subjects in

general education for each school.

As for painting activity that mostly conducted in PSV learning, the usage of

technology for this activity is minimal hence the output of learning is not optimum.

The question is how does this technology helps in students' PSV performance, and

how does the application that provided in the computer fulfill the need of PSV itself?

The students' understanding and appreciation on art can be triggered well or does it

just another tool to provide and 'satisfy' the urges or needed technology nowadays.

1.3 Research Objectives

Research objectives of this study are:

i. To investigate the usage of multiple intelligence to improve and enhance

visual learning in PSV

ii. To study the relation of students' confidence and performance using paint in

PSV with effective learning style.

iii. To investigate whether teaching PSV in different from traditional teaching

method as a presentation can be achieved aesthetic pleasure as well as art

appreciation in students.

1.4 Research Questions

Research questions of this study are:

i. How does different approach in learning style can improve and enhance

visual learning in PSV?

ii. How does effective learning style can relate to students' confidence and

performance using paint in PSV?

iii. How does PSV different traditional teaching method can influence the

achievement of aesthetic pleasure and art appreciation in students?

1.5 Research Hypothesis

H1: With improved and enhanced visual learning style, the students can achieve

more desirable performance in PSV

H2: With built up confidence using paint in PSV learning, students will show more

interest and expression while teaching and learning is being conducted.

H3: With different and advanced media for PSV learning, students will unlock more

learning potentials and outcome as well as developed art literacy and appreciation.

1.6 Operational Definition

1.6.1 Visual Learning

According to Howard Gardner (Multiple Intelligence), one of the learning style is

visual learning, which learning style involves the use of visual and observed things.

These include pictures, diagrams, demonstrations, displays, handouts, films and

flash cards etc. According to research, students or learners better remember

information when it is represented and learned both visually and verbally. Visual

learners are individuals who think in pictures rather than words; they have a different

brain organization and learn better visually. They learn all-at -once, and when the

light bulb goes on, the learning is permanent (Linda Kreger Silverman, 1999). In one

definition visual learning consists of seeing visual, big picture at once first before the

details taken place.

1.6.2 Painting

Painting is the practice of applying paint, pigment, color or other medium to

a surface (support base). The medium is commonly applied to the base with

a brush but other implements, such as knives, sponges, and airbrushes, can be

used. Paintings may have for their support such surfaces

as walls, paper, canvas, wood, glass, lacquer, clay, leaf, copper or concrete, and

may incorporate multiple other materials including sand, clay, paper, gold leaf as well

as objects.

In PSV paintings or catan fall for a second technique and activity that the syllabus

provided after drawing. According to Sukatan Pelajaran Kurikulum Bersepadu

Sekolah Rendah (KBSR) PSV, this field emphasizes the development of imagination,

creativity and self-expression. Painting activities include exploration of art and

recognize the impact of range of tools, materials and applications. Activities will

introduce a range of basic skills and techniques in the design process.

1.6.3 Interactive Media

Media are vehicles for transmitting (Media Psychology, Stuart Fischoff, 2005). While

media is a way of transmitting, interactive media is a method of communication in

which the program's outputs depend on the user's inputs, and the user's inputs in

turn affect the program's outputs. Interactive media engage the user and interact with

him or her in a way that non-interactive media do not. Websites and video games are

two common types of interactive media. Movies and most TV shows are generally

not considered interactive media; however, shows that require audience participation

could be considered interactive media. An essential feature of interactivity is that it is

mutual: user and machine each take an active role. Most interactive

computing systems are for some human purpose and interact with humans in human

contexts (Alan Dix, 2004).

1.7 Limitation of the Study

The first limitation of this study is the lack of prior research studied on the topic

locally. Citing prior research studies helps lay foundation for understanding this

research. PSV is locally conducted and the curriculum is different from the other

country's curriculum, as for comparison it may help but in order to find locally

comparison and other objective based that has to be carried in this research locally is

limited. There is a research conducted locally for instance Pendidikan Seni Visual

(PSV3107) that discussed the importance of ICT in PSV but it only focusing on the

usage of the tool not the implication and the relation to students' performance in PSV

in general especially in painting activity.

The second limitation of this study is the potential of PSV teachers that incompetency

in using interactive media and other technology based media as the changes in

presentation media. According to Prof. Madya Hj. Iberahim Hassan from Universiti

Pendidikan Sultan Idris, every procedures, changes of curriculum and approach in

improving PSV education, whatever the reason, the immediate need to do is set the

standards of achievement and learning skills for each level of visual arts education is

so clear and to guide the teacher in performing its duties. A study was made by

Mohd Nasir (2003) on the effectiveness of teaching and learning of visual arts

education KBSR found most teachers have little knowledge about goals and

objectives, knowledge about the syllabus, the clarity of the contents and the ability to

explain the objectives of the operation of the teaching and learning of Visual Art

Education KBSR. 49.3% (33) never received specific training in the arts while

serving. As a result, they do not understand the intricacies of this subject.

The third limitation of this study is longitudinal effects. Investigating and exploring

different learning styles may consume a lot of time, hence the study emphasized on

visual learning as a major learning style and process. May it only for visual learning

style, to improve and improvised the learning style to achieve desirable outcome that

can be parallel with the topic and issues that arisen in this study also consuming a lot

of time.

1.8 Significance of the Study

Firstly, the study emphasized on visual learning style, which is the major teaching

and learning style conducted in PSV. To improve and unleash students' potential in

this subject further, visual learning need to be examined and enhanced as so the

outcome could be more effective and supportive in terms of students' performances.

As painting is one of the activities that widely used and practiced in PSV subject, the

approach to stimulate students' conscience in art literacy and appreciation can be

conducted more effectively. Students will unlock their expressions, and deliver much

more emotion as well as understanding if this approach is cooperated with interactive

media. Activities produce art can help students to think sensibly about creating visual

images, to help them learn to create an image that has the expressive power,

coherence and insight.

Secondly, the approach of using different from traditional teaching method as a

presentation media in PSV is important to enhance learning outcomes especially

when engaging with 21st century learner their development is more demanding and

intriguing than the previous century learner. To make the teaching and learning more

effective, fun as well as informative, advanced approach needs to be taken and

practiced. While the teaching and learning take places the information will be

transferred from the deliver to the acceptor, and while this communication happen

the visual learning is developed with verbal elements, the receptor of the students

will be more active and they will participate actively and show more interest in PSV.

For this the four important things we do with art that as well as highlighted by Prof.

Madya Hj. Iberahim Hassan that includes we produce, we see it, we understand that

art is in the culture and art criticism will budding in students.