Article Review

Title of the Article Interactive Multimedia: An Alternative Context for Studying Works of Art

Issue To investigate the effectiveness of instructional aids for an history survey students

Page Number Studies in Art Education; Summer 1998 Page 336 Author Cason, Nancy F Prepared by Izza Athira binti Ab Jalil

20013789163 Master of Education (Visual Arts) Prepared for Dr Johan @ Eddy Luaran

1. Overview

This article is about the investigation of the effectiveness of instructional aids for art history survey students as well as the use of interactive multimedia (IM) computer program designed to help students acquire and retain a deeper understanding of works of art compared to traditional slide study.

The trend in art education towards educating students' response to works of art by Einser (1966) that was recognized 30 years ago was confirmed in the mid 1980s with the formulation of DBAE theory (Getty, 1985). With the trend and the confirmation that reformed, today both DBAE and multicultural education agree that a general goal for students is to acquire and demonstrate an understanding of works of art (Delacruz & Dunn, 1995). The issue that the educator has been grappling with is of which works of study and how to make the accessible to students.

Cognitive learning theory has suggested a need for curricular models to accommodate the complexity of art understandings. However, numerous students have limited opportunities for art instruction in both elementary and secondary schools. Many of them have their first and only encounter with art in college courses.

The traditional format for the art history survey is the instructor-moderated slide lecture, which this instructional mode introduces students to vast numbers of unfamiliar images under condition more conductive to sleep.

Because the large size of most survey classes, opportunities for students to questions or discuss of works of art are rare. Prescribed study methods outside of class are generally limited to reading survey texts and reviewing the slides and the assessment in the survey course traditionally takes the form of the multiple-choice slide identification or short-answer objective questions that does not account for higher-order understanding, nor does it reveal students' misunderstandings about works of art.

Questions arises when art history professionals and art educators doubting whether pedagogical methods traditionally employed in introductory college art are adequate for meeting the goal of visual literacy. Visual literacy includes the development of critical and analytical skills necessary to understand the works of art.

2. A description of the methodology

In comparing the effect of supplementary IM use vs. traditional slide study on the understandings of art history students, two priori research questions were investigated: Is IM more effective in developing students' abilities to discuss works of art than slide study? And which respect to learning outcomes, does use of IM have an impact on students' level of understanding and direct students' choice of search strategies in different dimensions of art understandings (formal, descriptive, interpretive, and historical)?

The study employed quantitative methods in a counterbalanced design with a pretest. Participants were subjected to two treatments and three measures.

During the first course unit of study, one group of students studied slide sets while another used an IM program outside of class. During the next unit of study, the groups switched treatments. On posttests given at the end of each unit students were asked to write a critical analysis of an unfamiliar work of art representative of the historical period under study. Student achievement was measured by the Diagnostic Profile of Art Understanding (Stavropoulos, 1997).

Forty-eight undergraduates volunteered as subjects for this study. Subjects were randomly assigned to one of two treatment groups, which were similarly composed in terms of gender, ethnic background, age group, and college major. Approximately half as many males as females in the study and 85% of participants were Caucasian and 75% were between 20 and 30 years old.

The result of this study indicate that IM use not only has an impact on students' level of understanding and choice of search strategies, but also offers new ways of learning how to learn.

Students in the first experiment with IM accessed more dimensions, demonstrated more lower-order understandings, and had significantly more higher-order understandings in their essays than students who supplemented their studies with slides.

Second experiment that involved the same group also demonstrate higher-order understandings and accessed significantly more dimensions in their essays than the group using IM for the first time.

3. Evaluation • The purpose of the study is clearly stated and is located in the introduction, as

well as in the abstract. It is the first sentence in abstract and clearly stated in the introduction with properly guided theories and issues arises in this study.

• The problem is stated until the end of the introduction, which is sufficient for someone needing a quick summary of the article. It also stands out in the abstract, which is convenient for the readers.

• In the introduction, the author is aware of the students that have limited opportunities for art instruction in elementary and secondary school; the finding

in this study proves this statement that misunderstandings can be a function of learners' lack of experience with the technology itself.

• Multiple-method evaluations, which include both qualitative and quantitative methodology, would provide a broader view of the impact of IM on learning.

• In my opinion, the conclusion of the study is complete and reliable, as the suggestions, lacks of methodology are appropriately carried out by the researches. Also there is ethical concern in this study where the participants of the study receiving extra course credit for their participation.

4. Discussion of Implications

With clearly stated purpose and questions, the major findings of the study indicate that IM use not only has an impact on students' level of understanding and choice of search strategies, but also offers new ways of learning how to learn. The findings also consistent with the reliable theories that have been stated from the early paragraph of the introduction all the way to the conclusion.

Historically fact on emerging trend in art education by Eisner (1966) with supported confirmation with the formulation of DBAE that indicate a general goal for student is to acquire and demonstrate an understanding of works of art has proven that the intensive relevant study must carry out in order to fulfill the goal. In my opinion the study has provide a strong arguments and appropriate validation to serve the needs.

Previous proposals and discoveries that had been done by the art educators and art historians that stated in the study also make the purpose of the study more relevant, and supported theories make it more reliable. I am strongly agreed with the author's statement that the traditional way for the art history classes using slides is under conditions more conductive to sleep than intellectual stimulation. And also I am agree that the traditional assessment does not reveal students' misunderstanding about works of art and does not demonstrate students' higher order understanding for works of art.

In this fast pace and evolving developing country, there is no doubt that the need of interactive multimedia in education is more than necessary in producing a better learning opportunities. The author has clearly stated the pro and cons of IM as well as how it can be improved in future. This study is relevant and reliable to be use as reference and further investigation.