The Importance of Visual Arts in Primary Education

The Importance of Visual Arts in Primary Education T. S Dayasagara 2016/Mphil/FT/04 Supervisor: Dr. Samudra Senarath

Background of the research • Visual arts are art forms as drawings, paintings, sculpture, craft, print making, graphic etc; • Studying Visual Arts in Primary classes are crucial for child’s total development and many education leaders, philosophers and researchers have emphasized such important aspects of learning visual arts in Primary Education.

Many European countries have allocated specific place for Visual arts education in their primary curriculum and the curriculums suggest the main accessible media for expression through which the child can explore, respond to and interpret the world visually. • • • Drawing Paint and colour Print Clay Construction Fabric and fiber

• Though the Sri Lankan primary curriculum encompasses some of visual arts components, they are challengeable to be fulfilled as expected and suggests by the curriculum due to numerous reasons. • The responsibility of conducting visual arts related activities lays in hands of generalist teachers in primary classes. • The quality of visual arts instructions provided by generalist teachers depend upon their knowledge, awareness, competence and experience in visual arts.

Objectives • Identify the awareness, attitudes and competences on visual arts of primary teachers • Find out the challenges faced by primary class teachers in implementing visual arts Questions • What are the required qualities of class teachers’ role in teaching visual arts in primary education? • What are the obstacles and challenges envisaged by teachers in teaching visual arts related activities?

Review of literature Study No 01 02 03 Year Topic & author Relevance to the study 1983 The theory of multiple intelligences. Gardner. H Gardner proposed the ability in Visual arts reflects children's knowledge of the media with which they work. The ability to manipulate tools to convey meaning is a complex cognitive task and much emphasis on children's ability to represent what they know through a focus on symbolic representation is a feature of the cognitive viewpoint. 1947 Creative and Mental Growth Lowenfield. V He saw free expression as necessary for healthy development and mental growth of children and he argued when children's creativity is thwarted is a huge loss of self confidence and this caused mental disturbance. The effect of art education on affective and cognitive development. Mann. H He was an early advocate of including drawing as an important skills to be taught in schools. His arguments were that; • It is improve hand writing • It was essential for industrial skills • It is a moral force 1950

Study No 04 Year 1998 05 1978 06 2009 Topic & author Relevance to the study The role of the arts in teaching effectively Lee. T. R Integrating visual arts into general education results in increased teaching effectiveness because that the visual arts give teachers alternate ways to introduce and reinforce learning and teachers can be more creative in designing, developing and implementing courses, units and daily lesson plans that help students learn more effectively. The arts and the transfer of learning Burber. M Young children certainly have an inner urge which stimulates creativity, and when they enter a school teachers must encourage their’ originator instinct’. By giving them opportunities to be young artists, craft person and designers. Creative arts teaching and practice Alter et al Generalist teachers have been perceived that they are lacking of experience, training and subject knowledge, to teach arts education effectively. A lack of confidence by generalist teachers have been identified as a major obstacle to effective teaching and learning in arts education.

Methodology • Research method which consists of quantitative and qualitative approaches. • survey was conducted with randomly selected teachers and questionnaire and interviews were the main instruments of the survey.

Sample Target population Primary teachers in Sri Lankan government schools Accessible population Randomly selected 300 primary teachers from 50 government schools in 5 Education zones as Colombo, Jayewardenepura, Homagama, Piliyandala and Minuwangoda. It’s included 1 AB, 1 C, type 2 and type schools as well as National and Provincial schools also urban, semi urban and rural area schools study Pilot study Selected education zones Colombo Jayawardanapura Homagama Selected teachers from edu: zones 06 02 02 Total number of selected teachers 10

Data gathering instruments Questionnaire questionnaire consists with the following structures: • 1 -14 -demographic information of teacher • 15 -38 - involvement of the subject by teacher • 39 -46 - awareness of the subject by teachers • 47 - 80 -attitudes of the subject by teachers • 81 -88 -competence of the subject by teachers • 89 -94 -teachers’ suggestions for the development of the teaching learning process Interviews • structured and unstructured interviews - challenges and obstacles faced by primary teachers Observations Written resources Audio or video recordings

Analysis of Questionnaire data 3. 1 Awareness 90 80 Awareness of basic elements in visual arts 70 percentage 60 50 Awareness of identify students special characteristics by their colours 40 30 20 Awareness of make an art by using geomatrical shapes 10 0 Not at all aware Moderately aware Aware Very aware Extreamely aware

3. 2 Attitudes 70 60 primary teachers should have better practice for visual arts 50 learning visual art helps to enhance students positive attitudes towards the school percentage 40 students should learn visual arts in their primary ages 30 20 the government should organize workshops to improve primary teachers visual arts skills 10 0 Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree

3. 3 competence 80 Competence of guide students for quality visual arts lessons 70 60 Competence to involve visual arts lessons with self efficacy percentage 50 40 Draw on essential drafts on blackboard or whiteboard with self confidence 30 20 Competence of handling arts materials 10 0 Badly incapable Incapable Somewhat capable Capable Extreamely capable

Analysis of interview data challenges and obstacles are faced by primary teachers while implementing visual arts in their classrooms. • • Lack of pre service and in-service training Inadequacy of experience and knowledge of handling art materials Minimal believes of their capacity Crowded curriculum and classrooms Shortage of materials Lack of self efficacy and confidence Minimal believes and contribution of parents towards the subject

Conclusion • Primary teachers are required sufficient pre service and in service training to conduct quality visual arts lessons in Environmental studies curriculum. • The subject seeks more support and guidance from the external bodies as in-service advisors, directors of primary education as well as internal bodies as principles, deputy principles and assistant principles. • The education department should support to enhance the quality of visual arts education as a core integrated curricular area in environmental studies.

Reference • • Alter, F. , Hays, T. and O’Hara, R. (2009), ‘Creative arts teaching and practice: Critical reflections of primary school teachers in Australia’, International Journal of Education & the Artts, 10: 9, pp. 1 -21. Efland, A. (1990). A history of art education: Intellectual and social currents in teaching visual arts. New York. Teachers College Press. Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press. Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York, NY: Basic Books. Lowenfield, V. (1947). Creative and mental growth. New York: Macmillian. Oreck, B. (2004). The artistic and professional development of teachers; A study of teachers’ towards and use of the arts and teaching. Journal of Teacher Education in the Arts, p. 55. UNESCO. 2003. Artistic Practice and Techniques From Europe and North America Favouring Social. Cohesion and Peace. Document inspired from the discussion and reflections from the Reginol conference on Arts Education in Europe and North America. Helsinki, Finland (9 -12 August 2003).

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