Theory & Approaches in Art Education

1. ADE605
Theory & Approaches in Art
Education
APPROACH, STRATEGY AND
METHOD IN TEACHING
Syamsul Nor Azlan Mohamad
Faculty Of Education
Univer siti Teknologi MARA

2. TEACHING APPROACH
• In teaching, the term
approach refers to the way a
subject/course is being taught
in order to achieve long term
objectives

3. The criteria of teaching
approach
• How teaching is conducted in order to achieve
long term objectives
• The objectives are not achievable in just one or
two teaching sessions
• Based on certain teaching theory, model or
principle
• Possess axiomatic element (true statement,
evidence is not needed)
• Consists of strategy, method and techniques

4. EXAMPLES OF TEACHING
APPROACHES
• Inductive
• Deductive
• Eclectic
• Integration
• Mastery
• Constructivism

5. TEACHING STRATEGIES
• Refers to the wisdom in
selecting teaching approach,
teaching method, techniques
and activities in order to
achieve teaching objectives

6. THE CRITERIA OF TEACHING
STRATEGY
• Involves planning, organizing and
implementing of teaching method,
technique and activity
• The teaching strategy must match
with the selected teaching
approach
• Concerns with long-term teaching
objectives

7. EXAMPLES OF TEACHING
STRATEGIES
• Expository and Discovery
Teaching
• Guided Discovery Teaching
• Discussion Strategies
• Problem-based Learning

8. TEACHING METHOD
• Refers to a series of systematic
action by teachers in order to
achieve short term teaching
objectives
• It is an organized effort and
procedure based on the selected
strategy

9. THE CRITERIA OF
TEACHING METHOD
• A series of systematic and
sequential action by teachers
• It is used to gain short term
teaching objectives

10. EXAMPLES OF TEACHING
METHODS
• Direct Instruction
• Interactive Teaching
• Demonstration
• Problem solving
• Simulation
• Project
• Team Teaching
• Inclusion

11. TEACHING TECHNIQUE
- Refers to the teacher’s application
skills in implementing the selected
teaching method
- The steps in teaching
- Teacher needs to consider students’
background in choosing teaching
techniques

12. TEACHING ACTIVITIES
• Refers to actions or work done by
students during the teaching &
learning session
• Examples : revision work, group
discussion, drawing and etc

13. THE RELATIONSHIP BETWEEN
TEACHING APPROACH, METHOD,
TECHNIQUE & ACTIVITY
Approach
Strategy
Method
Technique
Activity

14. ANALOGY
Types of food : fish,meat,vegetable
Ways to cook fish
Approach -
Steam, fry, barbecue, asam
pedas, masak lemak
Cook
Order
Strategy Buy
Eat out

15. • Method Steps to cook fish asam pedas
1) Clean the fish
2) Prepare the ingredients
3) Heat the oil
4) Put the fish inside the pot

16. Technique
Tips to cook delicious asam pedas fish
1) Use ‘batu lesung’
2) The pot must be hot
3) The ‘sambal’ must be well-cooked
4) Wait for the water to boil before
putting the fish in

17. Approach
Deductive
Strategy Expository and discovery teaching
Method Lecture

18. Technique
How to deliver effective lecture
Briefing
Activity Note reading
Using teaching aids

19. TEACHING
APPROACHES

20. INDUCTIVE APPROACH
• The concept of inductive teaching :
It is based on the claim that knowledge is
built primarily from a learner’s experiences
and interactions with phenomena
The process in Inductive Approach
Observation
Research
Specific examples Identify Making
Analyze generalization

21. THE PRINCIPLES IN USING
INDUCTIVE APPROACH
- Prepare suitable examples
- Do not provide explanation or
elaboration
- Vary specific examples
- Encourage students to give examples
- Present one-by-one example
- Prepare teaching aids
- Utilize all students’ senses
- The T &L process should be sequential

22. TEACHER’S ROLE
Create opportunities and context
in which students can
successfully make the
appropriate generalizations and
to guide students when
necessary

23. PHASES IN USING INDUCTIVE
APPROACH
•Decide on teaching objectives-
Phase 1 • Prepare examples
planning • Prepare questions
•Prepare teaching aids
•Set induction
Phase 2 •Present examples
Exposure •Observe examples
Phase 3 •Observe patterns
Formation of concept •Analyze patterns
Observe patterns
•Summarize patterns
Phase 4 •Making generalization
Making conclusion •Explain formula, principle, theory
•Making cognitive summary
Phase 5 •Making social summary
Closing •Provide further activities

24. DEDUCTIVE APPROACH
• It is based on the idea that a
highly structured presentation of
content creates optimal learning
for students
• It starts with the introduction of
formulas or principles and
follows by their applications in
specific examples

25. TEACHING & LEARNING PROCESS
USING DEDUCTIVE APPROACH
Application of formula
Known formula Deductive
Approach
Possess new formula

26. PRINCIPLES IN USING DEDUCTIVE
APPROACH
Practice,
Provide
Define general Apply & find
examples/illustrations
concept examples of the
that demonstrate the
concept at
idea
hand
-Most ‘demonstration’ or ‘cookbook’ labs are
deductive in nature.
-Students have already been introduced to the idea
in their text or in lecture
-The lab serves to show them directly and
concretely something that they already know or
have been taught conceptually

27. PHASES IN USING DEDUCTIVE
APPROACH
•Decide on teaching objectives-
Phase 1 • Prepare problem/hypothesis
planning • Prepare generalization/
principle/theory
•Prepare teaching aids
•Present problem/hypothesis
Phase 2 •Flashback on related generalization/
Exposure principle/theory
•Elaborate on known generalization/
principle/theory
Phase 3 •Relate problem/hypothesis with the
Application known generalization/principle/theory
•Apply the generalization/principle
or theory to the problem/hypothesis
•Prove hypothesis
Phase 4 •Form new conclusion
Making conclusion •Explain new conclusion
•Making cognitive summary
Phase 5 •Making social summary
Closing •Provide further activities

28. ECLECTIC APPROACH
• Using both Deductive and
Inductive approaches.
• Mostly used in the teaching of
Science & Mathematics

29. Example : Teaching the concept of vertebra
Inductive approach Deductive approach
Fish
Application
Cat
Duck
Having
Vertebra Chicken
Backbone
Goat
Frog Bird
Lizard

30. INTEGRATION APPROACH
• An integration of various
elements such as knowledge
(subject-content), moral values,
skills ( generic skills & ICT, study
skills) for the effectiveness of the
teaching & learning session

31. The Integration approach is illustrated in the diagram
below:
Intellectual Language
competence Proficiency
Thinking
Knowledge Integration/ skills
Combination
Moral
Technological values
Skills
Basic
3M
The integration of knowledge, values and Language

32. TEACHING
STRATEGIES

33. FOUR TYPES OF
TEACHING STRATEGIES
1. Expository and Discovery
Teaching
2. Guided Discovery Teaching
3. Discussion Strategies
4. Problem-based Learning

34. EXPOSITORY
and
DISCOVERY
TEACHING

35. Three essential steps
involved in planning
• Identify a topic
• Specify an objective
• Selection and preparation of
examples

36. What is a good example?
• According to Klausmeir (1992), a
good example includes the
important characteristics if you
are teaching a concept. It will
illustrate the relationship or
connections between concepts if
you are teaching a
generalization.

37. Procedures in
implementing
Expository and
Discovery Teaching
strategy

38. • write the abstraction
• Conduct lessons base on the
objectives
• Present positive examples
• Give classification exercises

39. FUNCTIONS OF CLASSIFICATION
EXERCISE
• It reinforces the concept
• It encourages active student
participation
• It helps the teacher assess
students’ understanding

40. Advantages of Expository
teaching
• Time -efficient
• Teacher control

41. GUIDED DISCOVERY
TEACHING

42. Teachers plan the learning
process and provide
enough guidance to make
sure learning takes place

43. Steps for planning using Guided
Discovery teaching strategy
• Identifying a topic
• Forming an objective
• Selecting examples
• Ordering the examples

44. Implementation phase
Students are to construct
the abstraction using the
teacher’s guidance

45. • Questioning skills are an
integral part of guided
discovery lessons

46. • Questioning strategies
can also motivate
learners (encourage
participations)

47. At the end of the learning session,
teacher can place the abstraction
being taught on the board for the
class to see
• To provide concrete record of
the lesson for the class to
view
• To accommodate to students ’
different learning styles

48. DISCUSSION
STRATEGIES

49. FEATURES :
• not designed to teach
specific types of content
like concepts or
generalizations
• less teacher-directed
• more time-consuming

50. AIM: TO REACH IMPORTANT
CLASSROOM GOALS SUCH AS:
• to understand the connections and
relationships between ideas
• to become an active listener
• to develop leadership skills
• to summarize group opinions
• to develop self-directed learning skills
• to develop analysis, synthesis and evaluative
skills
• to arrive at a consensus
• to handle controversy and differences
of opinion

51. Teacher’s role
• Initiating
• Informing
• Supporting
• Monitoring
• Evaluating

52. Planning Phase
• Consider the goals of the lessons
• Decide implementation methods
• Consider the background and
experience of students
• Think of the product of the
lesson
• Decide on time allocation

53. TEACHER’S SOURCES OF
REFERENCE
• Lesson plans to provide
structure for the lesson
• Questions to guide students
during the lesson

54. PROBLEM-BASED
LEARNING

55. uses a problem as a
focal point for student
investigation and
inquiry

56. common characteristics
• Begin with a problem or question
• Students have primary
responsibility for investigating
problems and pursuing
questions.
• The teacher’s role is as a
facilitator

57. Goals of problem based lessons
• To develop students’
understanding and ability to
systematically investigate a
question or problem.
• To promote the development of
self-directed learning.
• To ensure content-acquisition

58. TEACHING
METHODS
1. SIMULATION
2. TEAM TEACHING

59. SIMULATION
It is a representation or re-
creation of a real object, problem,
event or situation.
The learner is an active
participant, engaged in
demonstrating a behavior or
previously acquired skills or
knowledge.

60. According to Morgan (2000),
simulations can be used to
 stimulate interest in a topic
 provide information
 enhance skill development
 change attitudes, and
 assess performance.

61. Goals of simulation
• Develop changes in students’
attitudes
• Change specific behaviors
• Prepare participants for assuming
new roles in the future
• Help individuals understand their
current roles
• Increase students’ ability to apply
principles

62. Goals of simulation
• Reduce complex problems or
situations to manageable
elements
• Illustrate roles that may affect
students’ lives even though they
may never assume
• Motivate learners
• Develop analytical processes

63. Types of simulation
1. SOCIODRAMA
2. ROLE PLAY

64. Sociodrama
• An acting activity
• based on story which reflects a certain
situation, involving conflicting issues
and includes characters of conflict
social values
• Example: the story of Hang Tuah and
Hang Jebat.

65. • Teachers have to prepare the scripts
and select pupils
• Pupils need to be given ample time to
read and prepare themselves to act
according to the plot.
• The conflicting situations will allow the
students to think critically and
rationally in order to solve the
problems.

66. • Through sociodrama, students are
trained to express their opinions
and feelings, arrange ideas and
thoughts, so that they will react
spontaneously when they face
similar conflicting situations in
future.
• After the act, teacher will have a
discussion with pupils regarding
their act to analyze the characters
& arrive at a conclusion or solution

67. Role play
• It is a spontaneous act which
involves a group of pupils without
the use of any scripts.
• The time spent on acting is usually
short: 5-6 minutes only.
• After the role play there should be
a discussion to assess the
performance of the actors, follow
by a consensus solution on the
created problem.

68. Principles of simulation
a) Teacher ought to plan and
create a problematic situation
in writing or oral form in the
class.
b) Teacher gives brief explanation
regarding the problem, roles or
characters and the time allocated
for the simulation session.

69. Principles of simulation
c) Select pupils who are good in
communicative skills to act.
d) For sociodrama, the acting
script ought to be prepared and
distributed in advance to pupils
who are identified to act.

70. Principles of simulation
e) If necessary, supply acting
masks for the pupils to act.
f) During the simulation session,
ensure other pupils who play the
role as spectators are really
paying their attention towards
the acting activity.

71. Principles of simulation
g) After the simulation session,
teacher ought to ask pupils to air
their opinion regarding the ways
of solving the problem during the
act.
h) A consensus opinion should reach
among the pupils through
discussion at the end of the
learning period.

72. TEAM TEACHING
• It was introduced in USA in 1956.
• It is organized and implemented
by a group of teachers who are
specialists in various teaching
subjects.

73. Three main stages of teaching and
learning activities
I. Teaching a large group of students
comprise from 2 to 8 classes with a
total of about 80 to 320 students.
II. Teaching and learning activities
conducted in a few smaller groups.
III. Learning activities conducted
individually.

74. Conditions of implementing
Team Teaching
a) Physical facilities
b) Teaching timetable – to be effective, it
should be flexible.
c) Teachers’ cooperation and staff support
d) Division of time for teaching-learning
- large class teaching activity : 40%
- small group activity : 20%
- individual learning activity : 40%

75. Procedures of implementing
Team Teaching
• Planning
• Implementation
• Evaluation

76. PLANNING TEAM TEACHING
• Selection of teachers and non teaching staffs
for the team. It is usually headed by senior
teachers.
• All members of the team will meet to decide
on relevant matters.
• In general, senior teachers will be allotted
the duty to teach pupils in a large class,
ordinary teachers will teach in small classes ,
supervise learning activities and mark
students work and tests.

77. IMPLEMENTATION
• Teaching activity in a big class is the duty of
senior teachers.
• Learning contents presented to large classes
include introduction of the syllabus, learning
topics, learning materials and assignments
for group activities , course work and
individual learning.
• Physical facilities must be prepared earlier to
ensure smooth and effective session.

78. IMPLEMENTATION
• Discussions in small groups are usually
supervised and guided by ordinary teachers.
A small group normally consists of 5 to 6
pupils.
• The main aim of small group activities is to
train students the skills of thinking,
investigating, analyzing and synthesizing.
• After the discussion, representatives from
each group will present their findings.

79. EVALUATION
• All members in the team teaching are responsible to
carry out their evaluation activities.
• Three important components:
i. Evaluation of pupils’ course work, skills and
behavior
ii. Evaluation of the achievement of teaching-
learning objective
iii. Evaluation of the overall program of Team
Teaching especially its planning and all other
teaching learning aspects