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PROMOTING
CULTURALLY
RESPONSIVE
PEDAGOGY MODULE
THOUGHT THE
ELEMENT OF
MULTICULTURAL
CALLIGRAPHY FOR
SECONDRY SCHOOL
Prepared By :NurolHasnahBintiIsmail– 2014623726Email: [email protected]
Introduction Malaysia is a country whose population consists of diverse
cultures. The main ethnic groups in the country are Malay,
Chinese and Indian communities as well as in Sabah and
Sarawak as Dusun, Murut, Bajau, Kadazan, Iban, Dayak and
others. Every race in Malaysia have their own culture which has
been practiced since ancient times until now. Adopted and
inherited culture whether in the arts, languages, customs,
music, religion, faith or law has its own unique character of
each community. All forms of cultural and all other religions are
always respected. Therefore, efforts should be made by all
parties to cultural traditions in all races not disappear from
public life now as a result of the modernization.
Background of Study
This research is a study to develop of interactive
multimedia in the teaching for culturally responsive
pedagogical module for the element of traditional
multicultural calligraphy in visual art education for
secondary school.
Problem of Statement
This cultural responsive teaching teacher are able to
teach Visual Art Education through element of
multicultural in calligraphy from Chinese and India
communities in Malay craft traditional calligraphy
According to SitiZuraidaMaaruf (2013), she has stated in
Huraian Sukatan Mata Pelajaran Pendidikan Seni Visual
(2002) that Malaysia’s visual art subject only focuses on
elements of Malay traditional craft only. This hinders the
true goal of the subject of visual arts in Malaysia
Research Objective
To design and develop culturally responsive pedagogy module the element of multicultural calligraphy in visual art education for secondary school.
To identify the instructional materials that can be used by teachers in the process of teaching and learning the element of multicultural calligraphy in culturally responsive pedagogy.
To identify suitable learning strategies that can be implemented in the culturally responsive pedagogy module for multicultural calligraphy in visual art education for secondary school systems.
To identify the level of usability of culturally responsive pedagogy module based on an evaluation panel.
Research Question
The research questions are:
What are the processes involved in design and development of culturally responsive pedagogy module in multicultural of calligraphy for secondary schools?
What are the instructional materials that can be apply by teachers in the process of teaching and learning of multicultural calligraphy in culturally responsive pedagogy?
What are the suitable strategies of learning that can be implemented in the culturally responsive pedagogy module of multicultural calligraphy in Visual Art Education for secondary schools?
What are the levels of usability of culturally responsive pedagogy module based on an evaluation panel?
OPERATIONAL DEFINITIONS
Responsive culturally
Pedagogy
Multimedia
ICT
Calligraphy arts
Calligraphy Chinese, India, Islamic
Types of calligraphy
1.6 LIMITATIONS
1.7 SIGNIFICANCE OF THE STUDY
Literature Review
INTRODUCTION
-DEVELOPMENT OF CALLIGRAPHY
-TYPES OF CALLIGRAPHY ( Islam, China, and India )
-CALLIGRAPHY AND ITS SPRITUAL
-Perspective of Islam
-Perspective of Far East (China, Japan, Taiwan ,India and Korea)
-CALLIGRAPHY EDUCATION
-ROLE OF CALLIGRAPHY IN ART EDUCATION
-THE ROLE OF CULTURAL RESPONSIVE IN ART EDUCATION
-THE HISTORY OF CHINESE, TAMIL AND ISLAMIC CALLIGRAPHY
-CONCLUSIONS
Research Methodology
The questionnaire for the surveys were
constructed in order to proceed to the
second phase of Developmental and Design
Research (DDR).
Surveys were distributed to all samples that
consisted of expertise in the various field of
arts and design.
Delphi Technique
Delphi technique is used to verify this module of learning. This is because the study involves many experts in the area of visual arts. To obtain the finest data, the researcher chose the Delphi technique because it is the best method that could produce an agreement between experts in visual arts for the purpose of determining learning tools as well as teaching strategies that are suitable to be implemented in the culturally responsive pedagogy module.
Population
Population No. of Sample Sampling Technique Research Method
Calligraphy artist/lecturers at Faculty Art & Design
8 Purposive Interview
Visual art lecturers at Faculty Education
8 Purposive Interview
Teachers of Visual Art in Secondary School
14 Purposive surveyOpen –endedquestion
Tech
niq
ue
De
lph
i
Population No. of Sample Sampling
Technique
Research Method
Calligraphy artist/lecturers at Faculty Art & Design
3 Purposive Interview
Visual art lecturers at Faculty Education
2 Purposive Interview
Teachers of Visual Art in Secondary School
2 Purposive Interview