LITERATURE REVIEW
2.1 The Introduction
This research agrees with the informative description on the about information
significance of art for human development, information art considered as a part
of culture, information of learning arts education for unity, information on recent study
about the importance of arts education and information on
lessons from the arts.
2.2 Information about significance
of art for human development
The most importance thing to learn the arts subject is through the
arts the student’s human development can be formed. It is because, the arts is
also essential matter to a children. In a review of an article by David, (2004) he stated that, as caring and
concerned members of our home and school communities, we want our children to
grow into adulthood with arts-enhanced lives, engaging fully in the world’s
activities with their aesthetic, cognitive, physical, and emotional strengths –
entwining these life processes as often as possible.
From that statement, we can
concluded that the children could encounter each day, so that their knowledge
expands, their senses grow, and their responses to life’s situations become
mindful and thoughtful. That is the real role of the arts in our lives. At the
same review by David (2004), arts is to help us construct our world in wonderful
and meaningful ways, and at the same time, gain satisfaction from our expanded
ways of knowing how to accomplish this lifelong process. We live holistically;
everything matters. Schools need to support this vital way of becoming. Therefore,
it strongly agree that in learning visual arts education, we can achieve the
student's human development.
2.3 Information about art
considered as a part of culture
One observer has
already drawn attention to the paradox in information about art considered as a
part of culture which is he stated that art
and culture are virtually synonymous as far as the lay public is concerned.
Anthropologist, however, treat culture much more expansively that art alone.
Accordingly, they see culture as a whole, consisting of symbolic meanings or
structures of thought, which in turn structure ideas and ways of thinking,
including religious beliefs, ethical values, and symbol systems including
language, as well as aesthetics and the arts. Because in one way or another all
of these aspects of culture are found wherever human society exist, they are
considered “cultural universals” Herskovits, (1990).
From
the review, we can clarify that the importance to emphasize the Visual Arts
education is because arts a part of culture. Therefore, for us which is the
Malaysian people that have a multi-cultural society, through the arts
education, we can learn the others culture. Moreover, the awesomeness of this
universality brings home the realization that viewing art as the sort of luxury
good it has come to constitute in modern society in acknowledgment of the
universal prevalence of art in all societies thus far studied does not, of
course, explain why art exists, or why among specific groups we find certain
forms of art and not others.
2.4 Information of learning
arts education for unity
Another reason why we need to emphasize of teaching visual arts
education is to keep the peace of our country. It is because according to Badrul, (2008) the visual arts curriculum has been
designed in line with the national aspiration to produce Malaysians who are
culturally sensitive and who understand how to live with others in peace. For
example, classes on making traditional kites (wau), doing traditional
dances, and introduction to cultures and heritages are taught for free to those
who are interested. These efforts are meant to unite Malaysians through
interesting activities. The skills they learn do not only promote the arts and
crafts of communities, but also provide occasions for community members to know
each other.
Therefore, from the study, we can concluded that
education is considered as a powerful tool in achieving social stability
through integration. Supplemental yet, the art education curriculum has unity
as its defining character; other school subjects also play their role in
inculcating such unity. Badrul, (2008) also stated that Malaysia has succeeded
in developing a model of unity by using its own mould, based on a national
ideology.
2.5
Information about recent study on the importance of arts education
Recent literature and
research published within the past twenty years regarding the importance of
arts education support the notion that student participation in the arts boosts
student achievement; plays an important role in a student’s total development;
and results in a decrease in behavioral problems, attendance issues,
and dropout rates Babo, (2001)
Additionally,
the findings of Horowitz, (2005)
and Ingram and Reidel, (2003) supported
the premise that integrating arts education strategies across the curriculum
results in improved student performance. The authors found that students
involved in arts education were able to retain academic knowledge, maintain
positive social relationships, and utilize cognitive thinking skills in and
outside of school.
From the above study, we can
see the studies that was conducted in the past, have focused on the effect of
arts education on student achievement. While the previous research is
important, of equal importance is research regarding the impact arts education
has on total student development. The references used in this research will
affirm the connection between arts education, student achievement, and student
development and provide rationale for increasing support for arts education in
public schools.
2.5
Information on lessons from the arts
Arts education enhances two
approaches to cognitive development, the spatial approach and the analytic
language approach, often needed to increase student achievement and
comprehension. (Shaw, 2004). According to
Shaw (2004), the spatial approach affords students the opportunity to visualize
problems and solutions as the students process concepts. The author posits that
as the student understands the concepts, he or she can solve more readily
relevant questions related to the concepts, which is identified as the analytic
language approach.
Moreover, Shaw (2004)
continues that these two approaches are often neglected in the current
traditional school setting because students are often advised to pursue easier
courses. According to Shaw, this advice is given to increase grade point
averages. Arts education courses may address both issues because students can
increase their grade point averages by taking arts classes and both teachers
and students can find joy in their accomplishments in these classes.
From point
of view, we can see that the author mentioned how the arts teach children to
make more informed decisions because the brain is constantly being exercised.
Students do not have to rely solely on prescribed rules but can use logic and
good judgment in learning objectives. The arts also teach students how to
approach concepts from more than one perspective. According to Eisner, (2002) students involved in the arts
consider multiple interpretations and perspectives. Through experiences in arts
classes, students appreciate learning and desire more knowledge because of
addressing the different perspectives and interpretations. Therefore, ours
Ministry of Education should to emphasize the visual arts education in the
system of education in Malaysia which is good to improve our student’s
cognitive development.
2.6 Conceptual
Framework
FIGURE 1.3.1
2.7 Conclusion
In this
chapter, the researcher provided the readers about brief explanations on the
significance to emphasize the visual arts education to encourage the visual
arts education become to the level higher standards same as the standards in
science and mathematics subjects. A depth understanding on other factors that
can lead the Visual Arts education need to be emphasized enable researcher to
identify the best medium to upgrade the level of visual arts education as a
subject that also important to be noted by the Ministry of Education. Other
than that, the researcher came out with conceptual framework (Figure 1.3.1)
that shows the dependent and independent variables of the other factors that
lead the Visual Arts education need to be emphasized.
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