1. DIGITAL ART EDUCATION TEACHING PRACTICES IN PRIMARY SCHOOL: TO PREPARE STUDENTS FOR THE CURRENT ART WORLD By Fatin Athirah Binti Ismail

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Table of Contents CHAPTER 1 ..........................................................................................................................3 1.0 INTRODUCTION............................................................................................................3 1.1 BACKGROUND OF STUDY..........................................................................................4 1.2 STATEMENT OF THE RESEARCH PROBLEM........................................................5 1.3 RESEARCH OBJECTIVES .............................................................................................7 1.4 RESEARCH QUESTIONS..............................................................................................7 1.5 RESEARCH HYPOTHESIS ...........................................................................................7 1.6 OPERATIONAL DEFINITION .....................................................................................8 1.6.1 Student Creativity.............................................................................................................8 1.6.2 Technology..........................................................................................................................8 1.6.3 Digital Art.............................................................................................................................8 1.7 LIMITATION OF THE STUDY ....................................................................................9 1.8 SIGNIFICANT OF THE STUDY ................................................................................10 2.0 LITERATURE REVIEW........................................................................................11 2.0.1 What is Students Creativity?.......................................................................................11 2.0.2 What is Digital Art?.........................................................................................................11 2.0.3 What is Art and Technology?......................................................................................11 3. CHAPTER 1 1.0 INTRODUCTION To live in the 21st century nowadays should have prepare the students to the education and learning environment that can guiding them in the future. Learning process must run every day in our life as well as educators; they should come out with the idea that can lead the young generations towards the twenty-first century. To promote the effective learning outcome that relevant towards 21st centurys approach, student should have prepared their self-ready to learn something new. Learning process happens when there is knowledge was sharing to them. What we teach or feed them in our education system must reliable to them for the future. We have to realize that now is the new high tech era among the students. One of the subjects that can give a new injection is technology and multimedia in art making. In addition, the educator should prepare the integrated digital technologies, which means the student should be able to apply the digital and multimedia in their art but at the same time it is also advisable to use the conventional art. For example in Malaysia, University of Technology MARA (UiTM) has introduced the Time-Based Media subject to the fine art students. This subject prepared the students to create an artwork that more to technology or multimedia styles. This is a good started for UiTM which is they have 4. prepared student with the good subject that can lead them to suit themselves in the future especially in the art scene and art making. This idea can make student become creative to create something by using the technology in visual art. In addition, the student has to deal with software to make an art. It is another exploration for the students to experience the new exposure of making art. By using the technology creatively, it gives an effects on the activities which is the teachers can do the assignment together with the student and can follow-up the development of their assignment given. Technology in art education includes the use of software, creative digital application such as micro media flash, director, and adobe design and so on. While using the technology, the educator can explain about theories and principles of art during the lesson so that student will be able to engage into the lessons. Student in my digital visual art classes are transformed creatively while learning new software applications and completing their art assignments. (Black & Browning, 2011). As we can see, digital art approach is very important to generate and engage the students into the teaching and learning process. 1.1 BACKGROUND OF STUDY This paper will be discussed about the role of educators in preparing the students to improve the visual quality of educational multimedia product in school. In this matter, the educators have to prepare a new approach as to train the students to produce more technological artworks. The way in which art 5. educators use and integrate technologies into the classroom is crucial to stimulating students learning, their imaginations, and the creative process. (Black & Browning, 2011). The educators nowadays only promote technologies in the Information and Communication Technology (ICT) classrooms for students instead of promoting technologies of digital art and multimedia in art class. In Malaysia, only certain subject will applied the technologies and multimedia in to the learning process such as Mathematics, Science, Literacy and so on but not in art class generally. To integrate technologies, art teachers can plan well, and learn about, use, and immerse themselves in new technologies and networking sites. (Black & Browning, 2011). By using technologies, art teachers would be able to conducted software to teach their students about another approach of producing arts. 1.2 STATEMENT OF THE RESEARCH PROBLEM Students lack in interest of art in primary school when they have to draw and paint all the time with the same materials such as pencil colors, paint, acrylic and watercolors. There is no new exposure for them to make art subject become more fun. This study is undertaken to investigate the effects of teaching with digital art and technology, and teaching without digital art and technology as can help student to be more creative and imaginative. According to Black Joanna, Additional keys factors contributing to art teachers reluctance to apply technology to their teaching include software difficulties, increasing stress, heavier teaching loads, time constraints, shortage of hardware and software, and 6. lack of teacher support and training. (Black & Browning, 2011). The educator has to play a main role for this issue. They have to start to make changes in their teaching process. Educators has to promote the creative software which able to conduct the lesson in generating students creativity. Which means the educator has to prepare the student with the digital art education instrument so that student will be well prepared to experiment and playing with the digital effects and the creative tools. As we can see, mostly primary schools in Malaysia they prefer to teach art in basic ways instead of teaching art with technology approaches. It is because there is a need for educators to use digital arts to teach students in twenty-first century era. The themes or topics given by the teachers are not broader enough for them to explore especially in primary school. Besides that, this is to examine whether digital art education really generate the students idea and creativities in artwork producing. It is because, when they use technology in learning process, they have to be self-directed which means they have to conduct their self into the software and playing with the creative tools in the software. The way in which art educators use and integrate technologies into the classroom is crucial to stimulating students learning, their imaginations and the creative process. (Black & Browning, 2011). This is because students can learn how to be patience, and able to express their idea through exploration of software creative tools. 7. 1.3 RESEARCH OBJECTIVES The research objectives of this study are: i) To investigate the effects of teaching using digital art and teaching without digital art on students creativity. ii) To identify the technologies used by the teachers in teaching art. iii) To investigate students interest between digital art and conventional art through artworks production. 1.4 RESEARCH QUESTIONS The research questions for this study are: i) What are the effects of teaching using digital art and teaching without digital art on students creativity? ii) What are the technologies used by the teachers in teaching art? iii) What are the students interests between digital art and conventional art through artworks production? 1.5 RESEARCH HYPOTHESIS Hypothesis for this research are: 1. There are significant differences artworks between learning art through conventional art and learning art through digital art. 2. Students are able to produce artwork more creatively in digital art other than conventional art. 8. 1.6 OPERATIONAL DEFINITION 1.6.1 Student Creativity Students creativity: Creativity involves inventions, discovery, curiosity, imagination, experimentation, and exploration. During the creative process there is a transformation from something known to something not previously known (Black & Browning, 2011). In this statement, the meaning of creativity is to be able to explore the things surrounding by discover and able to experiment. The exploration on something will encourage student to find out the answer about the problem occurs. 1.6.2 Technology Technology changes the way of learning in the classroom. Students are no longer bound physically, by the bricks and mortar that surround them. Instead, they have at their fingertips the opportunity to explore the world and take in vast amounts of information along the way. We are only just beginning to realize the potential of technology in helping to improve student learning and increase academic performance (Arumugam, 2011). While dealing with technology, students are able to become more creative when they have to explore the software and creative tools. Technology makes students become more alert and digitally exploring things through internet and so on. 1.6.3 Digital Art The terminology for technological art forms has always been extremely fluid and what is now known as digital art has undergone several name changes since 9. it first emerged: once referred to as computer art (since the 1970s) and then multimedia art, digital art now takes its place under the umbrella term new media art, which at the end of the twentieth century was used mostly for film and video, as well as sound art and other hybrid forms (Christiane, 2008). Digital art also known as art made by computer technology. We produce work by working with the creative tools to get the effects. Digital art production gives an opportunity to students to explore more on pictures, effects, brush strokes, filters and so on. It does motivate self-directed and individual problem solving. 1.7 LIMITATION OF THE STUDY The first limitation for this study is the respondents of this study. These respondents are limited to primary schools only. It is because the researcher wants to find the effects between learning digital art in primary school and learning without digital art in primary schools only. Its also to helps researcher to find out the creativity development among the primary students. The second limitation is the size of sample which is small. The estimated sample size for this study is about 100 to 120. The sample size is based on the quantity of students in the classroom. The third limitation is the place to be conducted. It is limited to area Kuala Lumpur and Selangor only. It is because of the time constraints face by the researcher would limit the researchers study. 10. 1.8 SIGNIFICANT OF THE STUDY Students in my digital visual arts classes are transformed creatively while learning new software applications and completing their arts assignments. Through the continual process of experimenting and playing with the digital effects tools, creative digital art is fostered (Black & Browning, 2011). This statement determined that by making an artwork using digital art, students are able to explore the creative tools and the applications of the software. This is a transformative process for these students; as the students feel more comfortable and creative with the software, they become more self-confident (Black & Browning, 2011). By teaching with software applications, it gives students a chance to be more independent because they have to explore and experiment the tools in the software without knowing the outcome will appear. It motivates them to be more self-confident once they feel comfortable with the software applications. By completing creative digital assignments, students can become more skilled at the effects tools while gaining knowledge of ways in which to use the technology creatively (Black & Browning, 2011). Through the process of completing works, students not only available to develop their creativity but they are able to be combining the past experience with the present ideas and they can express themselves by using the software applications. Students not just skillful in the conventional art but also they can integrate the method to create a new artworks. 11. 2.0 LITERATURE REVIEW 2.0.1 What is Students Creativity? 2.0.2 What is Digital Art? 2.0.3 What is Art and Technology? 12. Bibliography Arumugam, R. (2011). The Usage of Technology Among Education Students in University Utara: An Application of Extended Technology Acceptance Model. International Journal of Education and Development using Information and Communication Technology, 4-17. Black, J., & Browning, K. (2011). Creativity in Digital Art Education Teaching Practices. Art Education; Art & Humanities, 19-34. Christiane, P. (2008). Digital Art. United Kingdom: Thames & Hudson.