The Effectiveness of Art Education Based on Participatory Teaching, Rhetoric and Brainstorming on Artistic Education of Students
Subject Areas : curriculum
E. Kazempour
1
,
S. Jamali Gashti
2
,
M. . Jamali
3
,
H. R. H. R. Fadaei Chafi
4
1 - (corresponding author) Associate professor, Department of education, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran. kazempour.edu@gmail.com
2 - PhD candidate, Department of Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
3 - M.A. Department of education, Tonekabon branch, Islamic Azad University, Tonekabon, Iran
4 - M.A. Department of education, Tonekabon branch, Islamic Azad University, Tonekabon, Iran
Keywords: brainstorming, rhetoric, Keywords: art education, participatory teaching,
Abstract :
Abstract The aim of this study was to evaluate the effectiveness of art education based on the three methods of participatory teaching, rhetoric, and brainstorming on the artistic education of eighth grade students using a quasi-experimental method. The statistical population included all eighth grade students in Ramsar from which 60 individuals were selected by cluster random sampling. Art education based on participatory teaching, rhetoric and brainstorming was performed on students' art education in eight sessions of 90 minutes. The participants answered the artistic training questionnaire with an estimated reliability of 0.08. The data obtained from the study were analyzed using descriptive and inferential statistics (analysis of covariance). There was a significant difference between each of the three teaching methods and the components of art education were found to have a separate and different effect. The participatory teaching method with an average of 2.98 has had the greatest impact on art education, and the method of teaching brainstorming with a mean score of 2.95 and the method of teaching rhetoric with a mean score of 2.89 ranked second and third respectively. The findings showed that the field of art production has been dealt with in the existing curriculum of art education in middle school. Nevertheless, the areas of criticism of art, history of art, and aesthetics are not sufficiently taken care of in the current curriculum for middle school art education.
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