USING "MAGIC BOX " TOOLS TO ENHANCING SECONDARY SCHOOL

STUDENT'S COMPREHENSION ON THE RELATIONSHIP BETWEEN

LIGHTING AND TONES IN PRODUCING PAINTING

CHAPTER ONE

INTRODUCTION

1.1 INTRODUCTION

Subjects of visual arts education is not merely aim to produce all students as an artist or

designer. The establishment and implementation of visual arts education subjects in school is

to produce students with imaginative, creative, competitive, knowledgeable and sensitive to

aesthetics (Prof. Hj. Iberahim Hassan, 2001). Through the above statement clearly shows that

arts education is not a subject that is futile. It was not only able to produce artists or designers

but can also produce individuals who can contribute ideas and energy to the country from all

areas. As for example in the field of science and technology, industrial design and

manufacturing, and also in the economic field. Arts subjects like generators or stimulant that

helps individuals to think creatively and critically and to stimulate individuals to become a

imaginative or thinking outside the box. In addition, it is also able to produce individual or a

generation that has good character and spiritual. This human capital as required by the state in

achieving developed nation by 2020.

The process of development of education in Malaysia is based on a curriculum that is

designed and provided by a government agency called Curriculum Development Division.

Formerly, Curriculum Development Division is called Educational Planning and Research

Department. Curriculum Development Division is responsible for promulgating and

developing school curricula, disseminate and implement the curriculum, track and monitor

the implementation of the curriculum, providing curriculum support materials and conduct

assessments for curriculum development. In short, this division is responsible for improving

the quality and increasing the level of education through the formulation and development of

relevant and quality curricula for all government schools in pre-school, primary and

secondary schools. When looking at the role played by the Curriculum Development

Division, we realize that the school curriculum is systematic and planned. It takes into

account the growth potential of the individual and the government hopes to make the

education system in Malaysia is world class by 2020.

In Malaysia, visual arts education is compulsory subjects taught in schools at lower

secondary levels, from Form 1 to Form 3. At the upper secondary level, visual arts education

subjects become elective subjects at Form 4 and Form 5. Visual arts education curriculum for

secondary school is actually based on two main areas, namely the production of visual art and

the history and appreciation of the visual arts. Both sides are expected to help the students to

master various skills while in high school. Between skill that can be mastered by students is

as creative and critical thinking skills, effective communication skills, skills to make choices

and skills to apply information. To enable students to master these skills, teachers need to

integrate both these issues in teaching and learning. In the production of visual arts, activities

and events that created shall involve exploration, creation idea, planned learning, use of

technology, and the use of equipment and materials by means of specific methods and

techniques. In addition to that, all activities and art activities should also prioritize research

studies before, during and after the process of producing a work of art. It aims to apply

research culture among students so that they understand more about what they want and what

they look for in visual arts education.

Therefore also, visual arts education curriculum content is also geared towards achieving

the philosophy of education. It is actually intended to build individual, family, community

and country. System of visual arts education in schools conducted in the form of theoretical

and practical but actually depends on the discretion of the teacher in control as long as it

covers the three domains of knowledge, skills and values. Visual art education teacher in the

school plays a very large role. This is because, visual arts education teachers being able to

attract students to love art through teaching and effective learning. To produce students who

think creatively and critically, teachers need to think creatively and critically in advance.

Teachers need to be wise in choosing methods, approaches or activities appropriate to attract

students to love learning art education.

1.2 BACKGROUND OF THE STUDY

Painting is a work of fine art which are two-dimensional. 2 dimensions here means objects

drawn on paper or canvas cannot be touched, does not have mass or weight and can only be

seen through 180 degrees of vision only. However, the painted object will look like objects

that are three-dimensional realized if artists include elements of art and principles of design

and lighting elements in their paintings.

To produce a good painting, there are several steps that should be taken by the artist before

painting. Amongst others, the painter must know and recognize in advance the object to be

painted. Observations should be focused on the form, weaving, and color of the object.

Besides that, the painter must understand the perspective of an object to be painted.

Perspective is very important for drawing because it determines the position of the object that

we want to draw. Perspectives are different when we look at the object in a different position.

As artists we must be alert and pay attention to the aspects of perspective before starting to

paint an object.

In addition, lighting elements should also be considered before painting. Painter must

know the effects of light, shadow effects and quality of tone and light reflection effects. Light

plays a very important role in a painting. A painting will be bland and uninteresting if the

artist did not show the lighting elements in the drawings produced. The effect of light is very

important to generate shape of the object being painted. Honestly, it is difficult to determine

the effect of light in the painting except the painter is a specialist or objects to be drawn in

front of the eye. It allows the painter to imitate and apply lighting effects that they see on

paper drawings easily and accurately.

Through my observation of form 1 student's painting, it is clearly shows that students do

not understand the concept of lighting and shades of color in painting. No lighting elements

in their paintings. This causes the paintings seem uninteresting and bland. At school, it

becomes a difficult thing for the teacher to explain to their students about the relationship

between the elements of lighting and shades of color in a painting. It becomes more difficult

if students that they teach are form 1 students, which is substantially less experience and

knowledge in producing drawings. For forms 1 students, they are still not able to understand

a concept through verbal only. They need material support or learning aids which can provide

experience and gives them the opportunity to make observations and exploration by itself.

Therefore, in this study, magic box was introduced as a teaching tool that can be used by

teachers to help students understand the relationship between lighting and tones in producing

good painting. Students can see the color changes on the object that is exposed to light and

which is not exposed to light. Then, they will use the information obtained from the results of

observation to be applied in their paintings. In this study, the effectiveness of the magic box

in improving students' understanding of the relationship between lighting and tones will be

heard.

1.3 RESEARCH OBJECTIVE

The research objectives of this study are as follows :

i. To identify the factors that effect that cause students not put shades in their paintings

ii. To determine the factors that affect the level of student's understanding of the

relationship between light and shades of color in a painting.

iii. To identify ways to enhance student's understanding of the relationship between light

and shades of color in a painting.

iv To determine the effectiveness of Magic Box in helping the students in painting.

1.4 RESEARCH QUESTION

The research questions of this study are as follows :

i. What are the factors that cause students not put shades in their paintings ?

ii. What are the factors influence student's understanding of the relationship between

light and shades in a painting ?

iii. How to improve student's understanding of the relationship between light and shades

in the production of paintings ?

iv. Is the Magic Box be able to help the students to learn paintings ?

1.5 RESEARCH HYPOTHESIS

The following null hypothesis

Ha There is a relationship between the level of imagination of students with their

understanding of the relationship between light and shades in the production of

paintings.

Ha There is significant difference in students paintings after using Magic Box.

1.6 SIGNIFICANT OF STUDY

As far as all the research question and hypotheses are concerned, the significance of

the research will be as follows :

i. This study can be beneficial to students in the school, especially for students who take

the subject of Visual Arts Education. Through the Magic Box can enhance students'

understanding of the relationship between lighting and tones in producing good

painting.

ii. This study also suggests methods of teaching and learning more effective for students

to acquire knowledge and skills through the sense of sight. Learning through this

method can help stimulate the imagination of students in determining the position of

the light and dark tones in the paintings. It can also help students remember the

knowledge gained in the long term.

iii. This study also assist teachers in finding an alternative or a solution to help students

understand the relationship between lighting and shades in producing good paintings.

it can also form a conducive learning environment. Results of this study can help

teachers determine whether the Magic Box is suitable or not suitable to be used to

help students understand the relationship between lighting and shades of color in a

painting.

iv. This study also helps schools to improve achievement for visual arts education

subjects in the Malaysian Certificate of Education examination. Paper 2 for visual arts

education subjects involving the production of paintings by students. It involves a lot

of marks. Therefore this study can help the school raise achievement for visual arts

education subjects.

1.7 LIMITATION OF STUDY

This study focuses on lower secondary students which students must take subjects

visual arts education in schools. This study is an effort to help students understand the

relationship between lighting and shades of color in a painting. Magic Box is used as a

teaching and learning tool that helps students apply the shades in producing good painting.

There are several limitations to this research. These include:

i. The Sampling

Respondents involved were form 1 students from the weakest class. Therefore their

maturity level to focus during the process of teaching and learning is different from

upper secondary school students. Researcher face problems in ensuring that all

students focus on the magic box and see the color change on the part of the object that

is exposed to light and are not affected by light. Researcher also saw disciplinary

problems during the process of teaching and learning affect the findings

ii. Time Constraints

Undoubtedly, time is a barrier to the effectiveness of magic box in this study. Time

allotted for visual arts education subjects for Form 1 is only 1 hour and 20 minutes for

a week. Therefore, little time within which caused students unable to complete their

drawings in class and had to prepare it at home. This led researchers difficult to

determine the effectiveness of the magic box through observation because there are

some students who complete their paintings at home.

1.7 OPERATIONAL DEFINATION

The definations used in this study are as follows :

1.7.1 Light

Light plays a very important role in producing a painting. a drawing will seem bland if the

painter did not put the lighting elements in their artwork. Lighting elements capable of

making objects in the painting look three dimensional and realistic look. Although in reality

we all know that the painting is two-dimensional, but when the light applied in drawing the

objects in the painting looks masses and looks perfect. Light causes discoloration of the

objects in the painting. It is called the tones. A color appears different under lights of varying

brightness (Albalá and Mitchellj, 2000). That is why if we see paintings by painters, painting

they produce have different brightness at certain parts. Lighting not only important and used

in fine arts but also have an interest in the field of interior design. There is no point

specifying products with amazing color and tone if your lighting does not actually show the

true color or any texture. If it does not matter how great the color or the texture - it just will

not be rendered appropriately (Mark & Laura, 2014). This shows that the lighting element

always be considered in producing a product of art. This is because it is able to provide

aesthetics in art products. aesthetic value should be included in a work of art because it can

produce an incredible feeling to the viewer. Aesthetic divided into two, namely the desire to

examine the beauty inherent in the objects or shapes found in works of art and feelings

resulting from a sense of beauty experience achieved through art appreciation (Mohd. Johari

Ab. Hamid, 2008).

1.7.2 Color Tone

Value bright and dark in color known as tones. Any object that has drawn the shades

caused by the action of light on it. Areas affected more light has the tone brighter than the

affected part a bit light. Based on the syllabus of arts education in schools, the tones are

contained under the heading of the color. Tones is the emission of light or dark a color. It was

produced by a mixture of white and black colors with the base color with a fixed rate. The

color will change from one level to a certain extent.

1.7.3 Imagination

One of the goals of visual arts education subjects in school is established to produce a

generation that imaginative. Imaginative means thinking imagination or fantasy. imaginative

individuals who never stops thinking. They always think of something new and will not feel

satisfied as long as they do not achieve what they want. This generation's attitude as a nation

need to ensure that the country become a developed nation by 2020. The goal of visual arts

education subjects to produce an imaginative generation can be achieved through activities in

the classroom. Teachers play a very important role. Classroom learning should always

include time to brainstorm, envision, dream, and think Imposibble thoughts (Young & Linda

Payne, 2009). It is intended to stimulate and challenge the imagination of students. Teachers

should be wise in choosing the method or approach that can stimulate students' imagination

to think and solve problems.

1.7.4 Magic Box

Light plays a very important role in a painting. A painting will be bland and uninteresting

if the artist did not show the lighting elements in the paintings produced. The effect of light

is very important to generate shape of the object being drawn. Objects in the painting looks

like they have a mass and look perfect when element of light is added. Magic box is an

innovation that can be used by teachers in visual arts education during the process of teaching

and learning in schools. It is a teaching tool. Magic Box is able to help students produce good

painting. Lighting elements are fundamental to note by painter before starting the painting

process. Painter should examine and determine the direction of light prior to producing a

good painting. Students difficult to determine the position of the bright and dark tones when

drawing because do not understand the relationship between lighting concepts in painting.

Therefore, the magic box is used to help students understand the relationship between the

elements of lighting and shades to produce good painting.

CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

The main objective of this study is to help students understand the relationship between

the elements of lighting and shades of color in the painting by using Magic Box. In order to

provide an insight regarding the context of the study, this chapter will review the relevant

literature review pertaining to the area of study.

In chapter two, the first area that will be addressed is the relationship between lighting and

tones or colors in the painting. After that, explained about how the Magic Box serves to help

students understand the relationship between lighting and shades of color in art. This chapter

also explains about appropriate learning theory used in this study.

2.2 LIGHTING AND COLOUR TONE IN PAINTING

Painting requires students always make drawing exercises. Lighting is one of the criteria

that should be in good painting. Light make a painting that looks alive and three dimensions.

Artwork will be more interesting if the artist can make the effects of light on their work. It

will provide a mood or value in their work. Value in an artistic work emphasizes dark and

bright lighting produced by color. in the field of visual arts, the value of a painting called

color tone. In short, value or shades of color in a painting is a color change that occurs as a

result of lighting effects. Shades of color can be divided into three categories: bright color

tones, medium tones and dark tones. Shades of color in a painting can tell about the direction

in which light is emitted.

Lighting concepts in painting is part of objects that are exposed to light will cause the area

to be brighter than areas sheltered from light. Thus, the concept leads to the existence of

values or shades of color in painting. Often, artists use dark lighting elements in their

paintings to portray the fear and cruelty in their paintings while they use a lighter color to

show the fun and excitement. The lighting concept is difficult to understand if given a verbal

description only. It requires a clear understanding. Before drawing an object, the aspect of

form, light and shadow should be determined in advance. This is because, the reflection of

light determines the quality of the tones that will exist in the drawing. An artist must

understand the relationship between the concept of lighting and shades to produce a good

painting.

2.3 MAGIC BOX

Magic box is an innovation in the teaching and learning of visual arts education. It is a

teaching and learning tool that can be used by teachers of art education in schools. The main

purpose of creating this magic box is to help students understand the relationship between

lighting and shades in producing a good painting. Magic box is suitable for use by all

students from Form 1 to Form 5. It is very helpful especially to the Form 1 students who have

less experience and knowledge about the importance of lighting in producing good painting.

Magic box also can help weak students to apply the shades in their painting. This is because

through the magic box, students can see the effects of rapid changes in light of an object more

clearly. Through this experience, students will be easy to determine the position of the bright

and dark tones in the painting in the future.

Picture 1 : Magic Box

Each Side of The Box has a Light

bulb

Geometric Objects

Switch

Site Holder Objects

Wire

The picture 1 above is a sketch of the magic box. There is an adjustable bulb on the left,

right and up the sides of the box. Therefore, the light can come from the left, right and up.

Geometric objects such as spheres, cones and cylinders are selected for used in this activity

because it is permanent and accurate. This allows students to better understand the

relationship between lighting and shades.

How Magic Box works? It's like doing an experiment. Teachers can decide whether they

prefer light from one direction, from two directions simultaneously or three directions

simultaneously. Figure 2, 3 and 4 below shows the light coming from different directions.

teachers can choose to direct the light from different directions simultaneously. It depends on

the learning needs.

Picture 2

Magic Box : Direction of Light from left

Picture 3

Magic Box : Direction of Light from Above

Picture 4

Magic Box : Direction of Light from Left

Students are asked to look at an object that changes colour when exposed to light and

apply it on the drawing paper using water colour. By Magic Box, students will gain a clear

understanding of the relationship between lighting and shades. Information or experience

they gain through experiments using the Magic Box will be stored in a long time and will be

used to produce paintings in the future. In addition, through the Magic Box also can attract

students to focus on learning. Indirectly, it builds a conducive learning environment in the

classroom.

2.6 THEORIES RELATED TO MAGIC BOX

This section will discuss the school of thought of different learning theories

and how Magic Box can be integrated in relation to these theories. Three main models of

learning theory: "Vygotsky's Scaffolding", Bandura’s Modelling Theory and Discipline-

Based Arts Education (DBAE) were found to have a significant contribution required to use

Magic Box integration in teaching and learning of visual arts education in schools.

2.6.1 "Vygotsky's Scaffolding"

Scaffolding is a learning theory introduced by Vygotsky which is a famous psychologist.

Scaffolding is a learning technique that is used by someone who has the knowledge to help

people with less knowledge. Usually teachers or peers who are knowledgeable will play a

role in helping to improve the understanding of someone of something that is not understood.

For example, in the classroom there is a student who is weak in the drawing. Thus teachers

and peers will assist and monitor the student until the student can draw well.

Scaffolding enable students to attract interest and motivate students to continue learning. It

is beneficial to students who are weak. According to Hartman, the purpose of teaching based

scaffolding is to make students become problem solvers (Hartman, 2002). Studies show that

the lack in experience and social interaction causes stunted growth in terms of learning

(Bransford et. al, 2000). This indicates that the scaffolding method is accurate and

appropriate methods to be applied in schools. Teachers guide students to be more motivated

to succeed. Without the guidance of a teacher or anyone who is experienced and

knowledgeable, students will become weak and do not have a passion to succeed.

In this study, scaffolding approach was applied. students do not understand the

relationship between lighting and shades of color in painting. This causes the paintings seem

bland and uninteresting because students do not incorporate shades of color in their paintings.

Therefore, teachers help students produce good painting by explaining to students the

relationship between lighting and shades. Teachers using the Magic Box as a teaching tool to

help students see more clearly the relationship between lighting and shades of color in

painting.

2.6.2 Bandura’s Modelling Theory

Bandura's Modelling Theory was introduced by Albert Bandura. He is a psychologist who

is well known in the United States. Bandura study of how individuals in a society accept

learning. according to him, the learning process is not only concerned with the relationship

between stimulus and response but also through imitation. Bandura formulate Modelling

Theory into four processes (Hjelle & Zieger, 1992). Four of these processes is attention,

pretension, reproducing and motivation.

Flowchart 1: Four Processes in Bandura's Modelling Theory

In this study, the learning process that occurs in Bandura's Theory Modelling applied to

help students understand the relationship between lighting and tones through the Magic Box.

The first process is attention. Attention here means that students make observations of the

object changes color when exposed to light from different directions. The next process is

retention. Retention is the process of storing information. Information obtained as a result of

observation to be stored. After students store information, they will go through the process of

reproduction. Reproduction means that students produce something or apply knowledge or

information obtained. In this process, students will apply the information obtained about the

relationship between lighting and shades of color in painting. The last process is motivation. In

this process, the paintings will motivate students to produce good painting in the future.

ATTENTIONATTENTIONMOTIVATIONMOTIVATIONREPRODUCINGREPRODUCINGPRETENSIONPRETENSION

Flowchart 2: The Relationship between Bandura's Theory Modelling with the

Studies Conducted

2.6.3 Discipline-Based Arts Education (DBAE)

DBAE is a theoretical approach to the teaching and learning of arts education in schools.

DBAE consists of four main components that stressed the art product, history of art, art critism

and aesthetics. All of these components are applied by teachers at school. In schools, teachers

have the syllabus prescribed by the Ministry of Education. Visual arts education teachers teach

according to the syllabus and apply DBAE in teaching and learning in the classroom. The goal

of visual arts education to develop a generation that appreciates the cultural, creative, critical

and imaginative would be achieved if teachers apply DBAE in teaching and learning in

schools.

In this study, DBAE applied to improve the understanding of the relationship between

lighting and shades of color in a painting which is good. DBAE is the first discipline in

producing art. In this study, the painting is the product produced by the students. Objects found

in the Magic Box painted. Students see the effect of light on objects and apply in their

paintings. The tones are included to demonstrate the effect of light on objects. Next DBAE

discipline is art history. Students are introduced to the contribution of the artists who

contributed a lot in the field of visual arts. It aims to make students appreciate the efforts and

contributions of local artists in the visual arts field. The history of art was also introduced to

the students to create people who appreciate the arts and culture. In the discipline of art

criticism, the students analyzing, make an interpretation and assessment of their painting. they

also compare their artwork with others. Last disciplines in visual art is aesthetic. In this

discipline, students evaluate their painting. Students realize that painting looks perfect when

incorporated elements of light.

Flowchart 3: The Theoretical Framework of the Study

Enhancing Secondary Student’s comprehension on the relationship

between lighting and tones in producing painting

CHAPTER 3

METHODOLOGY

3.1 INTRODUCTION

The purpose of this study is to help students understand the concept of lighting and

shades of color in a painting which is good. This study will examine in depth the Magic Box

effectiveness in helping students generate drawings through an understanding of the

relationship between lighting and shades. In addition, this study will also look into the level

of satisfaction obtained by the teacher while using the Magic Box in teaching and learning in

the classroom. This chapter will discuss the selection of methodologies have been used to test

hypotheses and find the answer to the question of the study as described in chapter 1.

3.2 RESEARCH DESIGN

Generally, this study uses a quantitative approach using experimental studies.

quantitative methods used in this study aimed to evaluate the effectiveness of the Magic Box

in helping to improve students' understanding of the relationship between lighting and shades

of color in a painting. To evaluate the effectiveness of the Magic Box, the researcher choose

the method of observation and interviews.

Observation method was chosen to examine the effectiveness of the Magic Box.

observations will be conducted by teachers to students before, during and after using the

Magic Box in the teaching and learning process. Observations before and after is very

important to see the effectiveness of the Magic Box. Teachers can know the abilities and

understanding through student paintings before. This is important because it can help teachers

identify students' improvement after using the Magic Box. Paintings by students before and

after using the Magic Box is the main evidence in determining whether students understand

or not to apply the lighting in their paintings after the Magic Box is used. Therefore, the

drawings produced by students will be recorded and evaluated by the teacher. In addition, the

observation of the process during the Magic Box used is also important. This is because,

through observation during the process, teachers can see student behavior. This process is

also important to ascertain whether the Magic Box can attract students to study or not.

In this study, the interview method was also used to measure the effectiveness of

Magic in improving students' understanding of the relationship between lighting and shades

of color in a painting. Interviews conducted for students and teachers. Researchers believe

this method will give a lot of information. Students will be interviewed and asked a few

questions to see the level of their understanding after using the Magic Box in learning.

Interviews with the students is very important because students are individuals who

participated in this study. In addition to students, teachers also need to be interviewed in this

study. Visual arts education teachers are individuals who have the knowledge and skill of the

art. Therefore, opinion and criticism by visual art education teachers need to be considered in

this study to evaluate the effectiveness of the Magic Box.

Figure 1: Research Design

Figure 2: Instrument

EXPERIMENTAL RESEARCHEXPERIMENTAL RESEARCH

INSTRUMENTINSTRUMENT

OBSERVATIONOBSERVATION INTERVIEWINTERVIEW

RESEARCH DESIGNRESEARCH DESIGN

3.3 POPULATION AND SAMPLING

The population for this study will put all form one student's names in Smk. Seri

Pengkalan, Malacca. The technique use to getter the sample for this research is using cluster

simple random sampling. Researchers will put all Form 1 name in the box. Then, the

researcher will make a random draw. One class will be selected as the sample in this study.

Figure 3: Sampling

Figure 4: Cluster Simple Random Sampling

1RK1 1E

1RK2 1C

1A

1B 1D

1RK1 1E

1RK2 1C

1A

1B 1D

One class will be

selected as the

sample in this

study

CLUSTER SIMPLE RANDOM SAMPLING

CLUSTER SIMPLE RANDOM SAMPLING

SAMPLINGSAMPLING

3.4 CONCLUSION

Proposal of this study was to describe in brief about the study objectives, how the

study conducted, research design and methodology employed in conducting this study. Clear

explanation on the data collection procedure and how the data were analyzed has been

provided. The result and discussion of findings are presented in the next chapter.