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Quality classroom talk : the neglected essential in art lessons in primary schools
Author
Sim, Huay Yin
Supervisor
Matthews, John
Abstract
The making of good art lessons consists of many factors. Eisner (2002, pg. 46) mentions that 'Two of the most important factors affecting students' experiences in the classroom are the quality of teaching they encounter and the quality of the curriculum provided." Although there is no doubt that the curriculum or the syllabus plays an important role in determining the quality of the learning, inevitably, it is the actual lesson execution which is crucial. For it is the teacher who "sets the stage by providing the proper mood and by controlling the conditions under which the art experience takes place", having absolute control over the learning environment (Johnson, 1965, pg. 68). This is also reinforced by Matthews,
"Yet however much government hacks tinker around with the curriculum, to make it sound more up-to-date, such definitions can only be provisional and are not central to education. What is more important is that caregivers and teachers learn what are the experiences within the supposed discipline or subject area (be it 'art' or anything else); in terms of experiences and processes, which actually promote development" (2003, pg. 36).
This research aims to obtain insight into the teaching of art, investigating the kind and quality of classroom talk in the teaching of art, as talk is a tool that all teachers would have to use in the classroom, regardless of styles of learning. Through analysis of transcripts of art lessons, I will analyse different types of classroom talk and discuss their educational implications with regards to primary school children's art development. It is hoped that this research will contribute towards improving the quality of teaching of art, by enhancing understandings about the depth and quality of learning.
"Yet however much government hacks tinker around with the curriculum, to make it sound more up-to-date, such definitions can only be provisional and are not central to education. What is more important is that caregivers and teachers learn what are the experiences within the supposed discipline or subject area (be it 'art' or anything else); in terms of experiences and processes, which actually promote development" (2003, pg. 36).
This research aims to obtain insight into the teaching of art, investigating the kind and quality of classroom talk in the teaching of art, as talk is a tool that all teachers would have to use in the classroom, regardless of styles of learning. Through analysis of transcripts of art lessons, I will analyse different types of classroom talk and discuss their educational implications with regards to primary school children's art development. It is hoped that this research will contribute towards improving the quality of teaching of art, by enhancing understandings about the depth and quality of learning.
Date Issued
2005
Call Number
N365.S55 Sim
Date Submitted
2005