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A Study of the Middle School Students' Perceptions and Expectations on their Art Education;Á$ÇÈ7072007
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YÕP ø» ÂP!ÇÐÅ ³\Õ YÕÝÀä´XÇ xÇÝÂ ¼ 0®³”² Ä¬Á À¼TÖ´À»\¸, YÕP ø» ÂP!ÇtÇ tÇä´XÇ ä²‘Å\Õ ”ÆlÐÅ ¨Öü¬È<Ç\¸ €½iÕ´0® ÇtÕÁ”² YÕP ø» ÂP!ÇÐÅ ³\Õ YÕÝÀä´XÇ xÇÝÂ ¼ 0®³ pÈ¬ÀðÅl¬ Ä¬Á ´´Å|Å `Õ ƒ¬tÇä².;With increases of the important role of art and culture in the 21st century society, the art education of present school system has become more important than before. Thus, the art education must be able to come up with students' existing expectations. Especially, it is important to understand students' perception and expectation of their own art education. In this context, the examination of students' existing understanding and expectatio< n about their own art education has become significant for the current system of art education to work efficiently and effectively.
The main purpose of this study is to examine students' current perception and future expectation about their own art programs regarding curriculums, teachers, and surroundings. Findings of the examination could help provide guidelines for improving present art education system. A better art education system should be closely correlated students' perception and expectation. In particular, this study presents more comprehensive suggestions to improve current art education of middle school senior students (9th grade students at the U.S. education system /3rd grade students of middle school at Korean education system).
To accomplish the purpose of this study, both quantitative (survey) and qualitative (a number of interviews) analyses were conducted. Particularly, the survey questionnaire for this study was developed based on in-depth literature review, foremost comments for current art teachers at middle schools, pilot test, and validity test for individual questions. The subjects of survey were 1,200 middle school senior students. They were from nine middle schools in Seoul and Gyeonggi province. Respondent rate was 70% (829/1200). SPSS 13.0 wasused for statistical analysis includes descriptive statistics and crosstabulation analyses (Chi-square test).
Three major findings related to students' perception about art education to be introduced are followings: First, based on descriptive statistics, only 36% of respondents (students) reported that art classes were important amongst other subjects of middle school and 32% of them said that they had interests to art classes. In addition, 78% of students answered that they never had any private art lesson but agreed that the private art lessons would be helpful to improve current school art education.
Second, related to students' understandings on their art teachers, students mostly care their teachers' outfits and were satisfied with teachers' lectures which were consisting of having fun activities. Except teaching art classes, art teachers were working as a homeroom teacher.
Third, only 55% of art classes took a place at dedicated art class room. Most popular media for art education was a conventional blackboard. Student reported that they could rarely use other media. Thus, while the majority students strongly agreed that surroundings related art education such as place, media, and tools, they were not satisfied their own current surroundings.
Three key findings related to students' expectation are followings: First, regarding art classes, most of students wanted innovativecontents and teaching/learning methods. Throughout more activities, they wanted to how to express their thoughts and emotion freely. They expected that their lessons of art classes could link their own leisure activities.
Second, related to art teachers' abilities, students reported the primary ability of teachers was their teaching skills like making classes interestingand fun. Teachers should have ability to choose relevant subjects and topics of classes. Most students would like to have teachers' actual demonstrations and specific cares to groups of students as well as individual students. Additionally, students expected for teachers to have careers as professional artists.
Third, related to students' expectations about their educational environments, most students stated that the highest priority among their anticipations was well equipped and dedicated spaces which were designed for effective art education because they chose a well equipped art class room as the most important thing for art education. Furthermore, students longed for flexibility of using other space in school for achieving maximum effects for their art classes depending on subjects and topic matters.In addition, computers were regarded as an important facility for art education and more relax atmosphere of classes also was considered as an effective art class.
Three suggestionsfor developing current art education<Û
in middle schools were like followings: First, art classes in middle schools should have innovative and creative subjects and topics which could bring more students' interests and participation. Especially, those subjects and topics must be related to students' life practically. Most students were interested in designing,enjoying and criticizing art. A balanced art education, however, are important. Thus, handcrafting, Korean traditional art, and calligraphy should get more supports from government and each teacher.
Second, art teachers should pay attention more what students expect to teachers. To respond students' expectations to art teachers, they should keep on trying to improve their teaching skills, relevant subjects and topics of classes, preparations, efforts for classes, and objective evaluation. According to students'expectation, art teachers are not only educators but also professional artists. Thus, art teachers should aware of these anticipation of students and continue to work on own art practices.
Third, related to students' understandingstowards their educational environments, most students did not have satisfaction with their environments. They said that there were lacks of facilities, media, spaces, etc. In terms of expectations, most of students stated that the highest priority among their anticipations was well equipped and dedicated spaces which were designed for effective art education. Furthermore, students longed for flexibility of using other space in school for achieving maximum effects for their art classes depending on subjects and topic matters.
In sum, these students'perceptions and expectations will be changed continuously. Therefore, this kind of survey and research should be kept on or better art education.ÿ’êý&HQsjŒ…§š¼¯ÑÐòñ&%.1:#E@b?a
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