Project Based Learning Pedagogical Design in STEAM Art Education

Autor/inn/en	Hawari, Ahmad Dasuki Mohd; Noor, Azlin Iryani Mohd
Titel	Project Based Learning Pedagogical Design in STEAM Art Education
Quelle	In: Asian Journal of University Education, 16 (2020) 3, S.102-111 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Active Learning; Student Projects; Art Education; STEM Education; Instructional Design; Instructional Effectiveness; Interdisciplinary Approach; Skill Development; Soft Skills; 21st Century Skills; Curriculum Implementation; Art Teachers; Elementary School Teachers; Foreign Countries; Malaysia (Kuala Lumpur) + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kompetenzentwicklung; Qualifikationsentwicklung; Art teacher; Kunsterzieher; Kunsterzieherin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	This paper explores the potential of Project-Based Learning (PBL) approach in a multidisciplinary art classroom involving STEAM (Science, Technology, Engineering, Art, and Mathematics) education. The PBL approach involves a dynamic classroom approach, which emphasises on long-term learning, interdisciplinary and student-centred art activities. This implementation would benefit the teaching strategies in art projects; helping students understand lessons, improving communication and soft skills, as well as enhancing leadership skills and creativity. However, there are some concerns related to the PBL approach: (1) difficulties in finding appropriate teaching strategies; (2) choosing suitable projects; (3) selecting relevant measurement tools or assessing rubrics; and (4) developing learning content to suit the objective and the main purpose of the art curriculum. In identifying this approach's potential, a study was carried out involving two art teachers in their respective classrooms. Data was collected through interviews, observations, and document analysis of their teaching strategies, which included three main phases of PBL implementation in creating art projects. The findings suggest that the PBL pedagogical design has the ability to improve teaching strategies and with potential to replace a traditional, teacher-led art classroom. The approach is effective in guiding teachers to manoeuvre an authentic art lesson while benefiting the students through emphasis on the artistic process of creating a STEAM project, while focusing on culminating the necessary art content through active collaboration, exploration of real-world challenges and curricular activities' problem-solving. However, a number of challenges were identified, such as curriculum demand, learning content, teachers' and students' attitude, and access to instruments. Hence, a number of suggestions and recommendations are proposed to help resolve the challenges. The implications of the study on arts curriculum, school systems and other higher institutions are also discussed. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01