as a
The Arts
(Music, Arts&Crafts and Drama)
procedure for learning
pre-school stage content.
Eugènia Arús, Universidad de Barcelona. Marta Fiol y Eva Flores, grupo edebé. © Proyecto grupo edebé.
Address the Pre-school + Art = existing diversity Emotional ( Creativity) + ( stability ) edu
Can the use of the arts improve the response to diversity in the classroom?
2
1
Objectives
Carrying out an initial evaluation in order to find out whether the proposal is appropriate to the interests and requirements of the institutional context in which the programme is to be applied, assessing the initial emotional state of 5-year-old pupils.
Preparing and implementing a pre-school education programme distinguished by the use of the arts as educational drivers, evaluating its feasibility and achievements according to the processes involved.
3
4
Carrying out a final examination in order to detect whether, having evaluated the pupils’ emotional state again, any particular changes were observed in comparison with the initial evaluation based on the appearance or disappearance of emotional indicators.
Compiling teachers’ opinions, evaluating the changes which have occurred in their attitude based on self-reflection.
5
Being able to optimise the programme in the future.
x3
Review of the research undertaken over the last five years. Economidou Stavrou, N., Chrysostomou, S. & Socratous, H.(2011). Alcock, Cullen & St.George (2008). Mertoglu (2010). Seeman (2008). Pérez Moreno (2011). Arús (2010). Moritz et al. (2013). Bolduc (2008). Habegger (2010). Navarro (2007). Mequè (2008).
ARTS GROUP
Initial evaluation
Implementation 10 activities
Retest (D2)
Test (D1)
Final evaluation
Procedural evaluation
Design
Test (D3)
(activity book)
Teaching lesson
39
NO IMPROVEMENT
9
Data analysis Differences between D2-D4
Retest (D4)
39
IMPROVEMENT REMAINED THE SAME
9
CONTROL GROUP
Last lesson of the programme
observation
29
IMPROVEMENT REMAINED THE SAME
19
NO IMPROVEMENT
29 19 0
5
10
15
20
25
30
35
40
Elizabeth Koppitz’s Human Figure Drawing test
D1
Graphomotor skills. Tres hojitas madre
D2 Participatory evaluation research model
D3
Graphomotor skills, through the completion of different connected lines
D4
ARTS GROUP
CONTROL GROUP
Works in a focused way while looking at the worksheet. There are spontaneous reactions (talking, singing...).
Works sporadically. Easily distracted and talk among themselves.
57% 43%
16% 84%
They complete the continuous line
They complete the continuous line
They do not complete the continuous line
They do not complete the continuous line
Logic. Sounds Instruments
Spatial resolution of mazes CONTROL GROUP 34,7%
65,4%
19,3% 11,6% 3,8% 3,8% 3,8%
Possibility 2
Possibility 1
Possibility 9
Possibility 8
Possibility 7
3,8% 3,8% Possibility 6
Sample
34,6%
15,4%
Possibility 5
• Of the eyes • Of the nose • Of the mouth • Of the body • Of the arms • Of the legs
ARTS GROUP
Possibility 4
• Small head: the head is less than one tenth of the total height of the figure • Teeth • Short arms: do not reach the waistline • Long arms: go down to the knees • Arms stuck to the sides of the body • Big hands: of a size equal to the face of the figure • Hands omitted, or arms with no hands or fingers. (Hidden hands are not included) • Legs joined together • Genitals • Monster or grotesque figure • Three or more figures drawn spontaneously • Clouds, rain, snow
Possibility 3
• Face shading • Gross asymmetry of limbs • Leaning figure: the axis of the figure has a lean of 15 degrees or more • Small figure no more than 5cm high
Possibility 2
Special details
Possibility 1
Qualitative signs
Omissions
Programme
Geometric shapes. Castle in the sun, of Paul Klee Identifying and distinguishing between geometric shapes ARTS GROUP
4%
CONTROL GROUP
4%
The pupils hand in the worksheet without showing any emotion.
Generally hands in the worksheet showing positive emotions.
48 (Arts group) + 48 (Control group) =
Systemised observation model
96 children
They identify the geometric shapes and name their work.
Barcelona + Madrid
92%
They identify the geometric shapes and name their work.
They identify the geometric shapes but do not name their work.
They identify the geometric shapes but do not name their work.
They do not identify the geometric shapes.
They do not identify the geometric shapes.
9% 17%
74%
Solution of sequences. Finding´s Nemo, of Thomas Newman Date Attitu
de the
whole
- Dyn the amic of p acti ropose D vity
- the pro po acti seD v mot ity: ivat ion - co mpl etio of t n h wor e ksh eet
- tab l wor e k: bo resp D ons ily es
Solution of sequences or the creation of new ones
Group class
show
s in fr
There is gener a al rac ket which r interv equires ention teach by the er.
Not m
Activ
ity
ont of
Work s Easily sporadica lly d and ta istracted . lk am on thems elves g .
otivat
ed.
There is resist a genera a l the w nce to doin orksh eet. g
There is a re to sit down fusal . Interv e teach ntion by th e er is r equir ed.
Displa y motiv s little ation. Some s resist how ance to the w orksh doing eet.
Work s in sile calmly n lookin ce while g works at the h are no eet. There react spontaneo io u singin ns (talking s , g...).
Samp le some motiv at
ion.
They do works the heet mech a witho nically ut sho w much enthu ing siasm .
1
risas,
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As an initial evaluation, the educational activities imparted had an effect on the appearance and disappearance of emotional indicators, with a significant presence of those indicating reserve, low selfesteem or in some cases poor school performance.
Works calmly in silence while looking at the worksheet. There are no spontaneous reactions (talking, singing...).
Work s focus in a e lookin d way whil e g works at the heet. There are sp o react ntaneous io singin ns (talking , g...). Highly
17%
There is a general racket which requires intervention by the teacher.
83%
They apply the logic. They complete the sequence without any mistakes.
They apply the logic. They complete the sequence without any mistakes.
They do not apply the logic. They make mistakes when completing the sequence.
They do not apply the logic. They make mistakes when completing the sequence.
69%
31%
ated.
They sh enthu ow siasm for do in works g the heet. Every o partic ne wants t o ipate. Pays at while tention sat do a rela wn, in x displa ed manner , ying a cheer ful att itude.
2
CONTROL GROUP
motiv
Some p displa upils y reje ction and u Displa se y - tab to exp their bod and a s tension y le w nxiety ress t ork verb heir refus comp t : al lete th o a resp l Ques propo to do the e wor tions s k. ons e d activ or es interv ity. ention are g s There en a by talk erated interv re no ention ing ab subje pupils s by t Ques out ct he tio . unrela matters interv ns or ention ted to - the activit are g s the Show en t y. s in w ime* by talk erated under hich stand in g a to D b Need in a does out spect o ed not as g, wor the than o more k the ac s related to q u e stio k n tivity. aDap sheet, to com e session Comp comm ns, leted teD t u p le t e th con works works t o th class nicates w t ith e mates heet d he heet u e wor ent to b in m u D w and s e c in o id orks w iden re tha to g the w e keD it n o h on t r h class ts** in the kshee intere perio within room d of tim e usual st. t t . - ha time p he usual Gene e. nDin r a a r lly do amete g in th w es the orksh rs. e wor The te and e eet quickly ksh f a fi c c iently eet collec her . t works s the The p upils heets hand the pu it in a from nd pils. displa some The p * Cua n u y su alu do hacemo confid a lack of in the pils hand m s refe ence works rencia ** En nado. a t tende w Gene hee h bout al con eir wo ithout mos p individ rally cepto rk. show t or u “tiem a in n in y the w hands *** E alizada, in incidencia g p e o” ten m ntend o te a t rrup ion. que emos emos show orksheet en cu por e ción de la llas situac in enta e iones mocio activid l crite emotio g positive q nes p rio de ositiv ad por cau ue alteran ns*** la as: so sas im el am maes . n b tr
Open-structure interview
Conclusions
ARTS GROUP
:
40 observations were made in the evaluation of the group attitude responses of 5-year-old boys and girls towards a school activity with or without use of the arts (music and movement, arts&crafts, drama). The results prove that there will always be qualitative differences in the attitude of the small children in the two groups: the group that has used the arts and the control group.
Music, movement, arts&crafts and drama all intervene in this programme: ARTS GROUP
• As a means of motivation.
They complete the sequence without any mistakes, taking care over qualitative aspects (proportion, colouring, continuity, etc.)
• As a vehicle for the development of attention and concentration.
66%
CONTROL GROUP
34%
They complete the sequence without any mistakes, taking care over qualitative aspects (proportion, colouring, continuity, etc.) They do not take care over qualitative aspects.
They do not take care over qualitative aspects.
• As a stimulator for children’s creativity in learning processes.
64%
36%
• As a procedures.
ETC.
The procedural evaluation compiled 960 pieces of school work, and observed that use of the arts as a procedure can have a positive influence on the way they are done, specifically on the completion of connected lines, an increase in creativity in the solution of logic problems, associating and distinguishing between amounts and identifying geometric figures, as well as on emotional aspects that improve concentration and attention.
3
The emotional effect of use of the arts as an educational procedure was significantly beneficial for a large part of the sample group (81,2%), improving emotional stability and self-esteem in comparison with the initial evaluation.
4
The teachers participating in the research placed a high value on the use and presence of the arts for both the children and themselves, with a positive effect on the teaching action.
5
We consider it far more appropriate to optimize the program categorizing the artistic possibilities which come together with the proposals, without limiting the creative liberty of the teacher.