Research proposal

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CHAPTER 1

INTRODUCTION

1.0 INTRODUCTION

Art is beautiful, art is also a subjective thing which is very difficult to interpret. Everything

that we see and make is a branch of art in the face of this earth. All people love the

beautiful and wonderful things but not all things that look beautiful in the eyes of someone

that would look good even in the eyes of others because each person has a different

perception and outlook on art.

Indirectly they acknowledged that to produce a product of art, talent, ability and

appreciation and understanding of paramount importance. Ability is something that can

be learned and in shape while talent is something that stands on its own as a result of

donations from God. Both are closely intertwined in the production of a product of art that

has a high aesthetic value.

Art is difficult to defined as same as people are difficult to value every human being to

choose his own way to define, still could be said that art is a medium of the selection

process and the result, a value that determines what is right is reflected through the

medium to convey whether the beliefs, ideas , taste, feeling is the most effective form of

medium that want to used. Nowadays, art is an expression of human creativity which is

that is the most widely known and regarded as the benefits of human creativity. Though, it

is difficult to define art because of every human being has its own rules and restrictions

for each of their works.

According to Herbert Read (the meaning of arts book), art is a way of giving rise to the

production of happiness, enjoyment and aesthetic beauty which is art is an expression.

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Aesthetic value here, is referring to the concept of pleasure resulting from the impact of

the appreciation of the beauty of the visual arts. Satisfaction and enjoyment as well as the

difficulties and joys are also included in this beauty.

Art is one thing that is free to do. There is no requirement or rule set. anyone can and is

entitled to do art includes org adults, people who are elderly and children. No matter who

they are, whatever their job, if they have the talent and passion, of course they can give

ideas and produce good art. According to Aristotle, art is imitation of nature but nature

should be ideal. He mention that the resulting artwork is mainly due to human nature and

the universe as a reference to raise the elements of beauty in art.

This study focused on the visual arts in which many things can be manipulated in the

visual arts. Visual arts are art forms that produce a variety of works, including ceramics,

painting, sculpture, printmaking, photography, graphic design, fashion design and fine art.

All forms of visual art to be learned from the beginning and those who wish to deepen way

of art must have a foundation in the visual arts.

To learn the art, people can develop aesthetic values such as imagination, creativity,

critical thinking, innovative and inventive. Art also can make people appreciate the beauty

of the environment, national heritage and contribute to the development of self, family,

community and country. Art also able to integrate the components to complete the

construction of the right brain and left brain. Therefore, it can propel the development as a

whole in terms of physical, emotional, intellectual and spiritual place.

According to The British Academy (June 2014), they realize that art is increasingly

affecting the world. anywhere in the art can be seen and produce. People can not restrict

the freedom of expression because it is a unique and can not be produced by everyone.

As in Malaysia, street art was quite easy to be found on the walls of buildings. His art is

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taking steps to make this art as a resource to show her appreciation for what they have

learned.

1.1- BACKGROUND OF STUDY

This study is more geared to making art produced by children. Very important for children

to learn and master the art since childhood because of their small can in the form of

master talent in them. Various aspects and interests can be found in the teaching of

visual arts to children. Among these are the cognitive aspects of visual arts activity in

which an organized and planned to produce a child who has the ability to solve problems

and be able to evaluate and make wise decisions. Physical aspects of the design was to

provide effective training to the hand muscles and coordination psychomotor hands

immediately with the help of the use of tools and materials. Besides, creativity was a

training project that was open. It helps students to develop their creativity. This activity

has favored process than the end result. Children are born with the different intelligent so,

it is not fair if people judge children that interested in art and have a skill are not have a

future. The opportunities must be given to them to prove it.

According to Howard Gardner (1991), he said "we are all able to know the world through

language, logical-mathematical analysis, spatial representation, musical thinking, the use

of the body to solve problems or to make things, an understanding of other individuals,

and an understanding of ourselves. Where individuals differ is in the strength of these

intelligences - the so-called profile of intelligences -and in the ways in which such

intelligences are invoked and combined to carry out different tasks, solve diverse

problems, and progress in various domains." Gardner says that these differences

"challenge an educational system that assumes that everyone can learn the same

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materials in the same way and that a uniform, universal measure suffices to test student

learning. Indeed, as currently constituted, our educational system is heavily biased

toward linguistic modes of instruction and assessment and, to a somewhat lesser degree,

toward logical-quantitative modes as well."

From the point of view perception, students can use the human sense to enhance and

sharpen the senses through the making of art, the product objects that are around them.

While, the social and economic aspects, the students can interact and enhance the ability

to socialize but to raise their self-confidence.

This study is to generate the minds of children so that they are free to create artwork

without restricted or prohibited by adults. At the same time the study also aims to nurture

them appreciate art in a way that they lead visual arts activity in the right place. This

method can be applied in pre-school teachers and primary school teachers so that they

are trained to be given the freedom of artistic activity among children. More correctly, the

teacher can not say "no" or "wrong" in any paintings but should provide guidance or

contribute ideas on the child.

In addition, the production of which is devoted to subjects uniform PSV among children in

elementary school can nurture and train them not to doodle all over the place . Indirectly ,

they also will learn things faster. This is because they can practice what they learn in the

classroom can be applied in a uniform that they wear. Indirectly , thinking they can grow

and learning process will become more attractive as scribbling shirt itself is not uncommon

things they do. Not only that, but they can also wipe it after the strike through . Teachers

will serve as mentors, it is because the teacher will show examples using a uniform and

told it should be divided and can not strike through . Here , teachers or counselors play an

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important role in educating them or discipline yourself not to scribble in place that should

not be .

1.2- PROBLEM OF THE STATEMENT

Children who love to scribble is regarded as a negative act. Actual act of defacing the

initial process of children learning to write and draw. Often begins with a sketch of one

regarded as scribble as a symbol produced in the form of a line that does not give

meaning to adults. Producing scribble sketch as a base line of children learning to write

and draw. Children learn to be skillful from the gross psychomotor to be adjusted with fine

psychomotor. Besides that, the adults need to know that defacing stimulate children

creativity. Most adults would get angry and yell when walls, floors and furniture in their

homes smeared by their children.

However, if a child scribbling, parents and adults to be patient as they actually are their

talents and creativity. Traditionally, children aged 2 to 3 years are most fond of scribbling.

When they found a pencil, pen, colored pencils, markers and so they will continue

smudging no matter anywhere.

Scribble is a normal problem for children in the growth process. Why kids scribble? invent

them want to communicate? many studies have been conducted to determine the ability

of the child. Activities drawing or scribbling on paper as a form of activity that is in use by

scientists, educators and parents to delve ibid feelings and thoughts of children.

Sketching and scribbling activities are the activities that help children recognize an object

other than help improve their environmental sensitivity. Drawing process geared towards

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sensory observations of the object train the children to become more aware and increase

their perception.

The study of artistic development of many children to ensure a growth since the child

thought of the 19th century. According to Light and Barnes (2003), the earliest studies on

the artistic development of children ever recorded was in 1887. Corrado Ricci the Italian

was produce writing in a book entitled The Art of the Little Children are study some

children drawings. In 1910, further expansion children continued by Clara and William

Stern in Germany who published a study on the drawings produced by a boy from the

children aged 4 to 7 years. In 1913 in France, Georges-Henri Luquet has published 1,500

cataloged pieces of paintings by his daughter, painted at the age of 3 to 8 years. All

studies and publications produced on the early development of children artistic still be

reference point for the study of the artistic development of children at the time of right

now. Normally, for an adult, a painting is often associated with beauty and perfection, but

for a child it is an expression and expressive (Lowenfeld, 1975).

Every child has different abilities, then a child's learning is by its own level. In addition,

children learning also occurs through observation and imitation of others from what they

see and hear. Children drew what they saw, and they also draw things that interest them.

1.3- RESEARCH OBJECTIVES

This research objectives of this study are:

I) To gauge whether the children creativity drawing methods can help in improving

their academic learning.

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II) To investigate the effects of using the scribble activity to the children in their

academic learning.

III) To illustrate how the scribble method helps to improve the performance of children

learning.

IV) To create a sense of appreciation of the artwork done by the children in the learning

process.

1.4- RESEARCH QUESTION

This research question of this study are :

I) Do scribble method be able to help the creativity of children in improving their

academic learning?

II) What is the effect of using the scribble to children in their academic learning?

III) How scribbling method help improve learning performance of children?

IV) What are the level of appreciation of students towards their arts works?

1.5- HYPOTHESIS

H1 There is no significance difference in students artwork after they learn about Scribble

H2 There is no significance difference in students freedom in making arts after they learn

about scribble.

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1.6- OPERATIONAL DEFINATION

In this study there are some things that need to be identified and definitions that describe

the project to be produced can be done well and the goals that we want is clear.

Therefore the definition is to focus on is the definition of the term scribble, uniform,

imagination and psychomotor.

1.6.1- Scribbling

Scribble is a drawing composed of random and abstract lines, generally without ever

lifting the drawing device off the paper. According to Meriam Webster (2013), scribbling is

usually done by children because they are often motivated by environmental conditions

that respond to the eyes and hands. Lower development of thinking skills will cause them

to be passive and less to do scribbles like other children. Adults also do scribbling, but

adults’s scribble are more to the shape of painting in which objects appear clear stain to

illustrate a story. Scribbling can also refer to a random drawing to produce designs. The

scribbling in produce children usually more focused on the lines, shapes such as circle

and square shapes. Actually scribble and doodling are the similar thing and action but

there are different types of producing both of it. Scribble are normally doing by children

while doodling are usually doing by adults. For the purpose of this study, scribble are refer

to natural act of a child which fosters their minds and scribbling in this study also refers to

the art of children activities that could lead them to be more eager to learn and go to

school.

1.6.2- School Uniform

A school uniform is an outfit a set of standardized clothes worn primarily for an educational

institution. They are common in primary and secondary schools in various countries.

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When used, they form the basis of a school's dress code. A study published in The Journal

of Educational Research by David L. Brunsma, of the University of Alabama, and Kerry A.

Rockquemore, of the University of Notre Dame,states:

"The findings indicate that student uniforms have no direct effect on substance use,

behavioral problems, or attendance. A negative effect of uniforms on student academic

achievement was found”. In this research school uniform is refer to the object that will be

the experimental materials to implement the learning process using the scribble method in

the teaching of art.

1.6.3- Imagination

Imagination, also called the faculty of imagining, is the ability to form new images and

sensations that are not perceived through senses such as sight, hearing, or other senses.

Imagination helps make knowledge applicable in solving problems and is fundamental to

integrating experience and the learning process. A basic training for imagination is

listening to storytelling (narrative), in which the exactness of the chosen words is the

fundamental factor to "evoke worlds".

Imagination can also be expressed through stories such as fairy tales or fantasies.

Children often use such narratives and pretend play in order to exercise their

imaginations. When children develop fantasy they play at two levels: first, they use role

playing to act out what they have developed with their imagination, and at the second level

they play again with their make-believe situation by acting as if what they have developed

is an actual reality that already exists in narrative myth. For the purpose of this study,

imagination is refer to the way of child thinking to get an idea as they usually imagine

to produce an item or imagine to be like what they see whether it is reality or not. It

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is also one of the method to produce art in which the imagination is an easy and fun for

children.

1.6.4 Psychomotor Learning

Psychomotor learning is the relationship between cognitive functions and physical

movement. Psychomotor is a development of physical skills and muscles to produce an

act. Psychomotor also refers to behavior in relation to the brain where the brain needs to

think more good things to come. From there the act and the resulting movement to work

to implement what has been processed by the brain. Unrestricted movement will produce

a good effect if it is executed properly, but it would be detrimental if the implementation is

not done seriously. According to Random House Kernerman Webster’s College

Dictionary (2010), psychomotor is related to characterizing movements of the body

associated with mental activity. In this research, psychomotor is refer to the movement of

children’s art making development which is the researcher want to look the children ability

to use their hands and body movement to create art whether they are active or static. In

addition, the researchers also wanted to see if the child is likely to do art with all

psychomotor available to them or not.

1.7- LIMITATION OF THE STUDY

The first limitation is the respondents of this study. The respondents is only limited to the

pre-school students or private kindergarten. Girl and boy will be doing this experiment

with the different design of uniform. Primary school from standard 1 until standard 3 also

includes in this study and maybe affected differently when using this uniform and maybe

they will give the different feed back while wearing the uniform because they start to think

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far away compared to the pre school student and kindergarten student. As example,

student from standard 3 will follow the instruction from the teacher perfectly and doing this

experiment properly but some of the kindergarten student and pre school student can not

follow the process of doing doodling by using the uniform with good attitude.

The second limitation of this study is the sample size in the study is not a good sample

size. The sample size of this study is too small. The sample size is only limited to 18

respondents consists of children from private school and public school around Shah Alam

and it also 9 respondents of children from rural school at Pahang. The sample size is too

small in order to know response from the other school . The sample size must be big

enough in order to make a conclusion on how far the uniform are functional for them.

Thus is it that uniform needed in learning process at school as a school uniform.

The third limitation is the place that this study will conducted. This study were only made

up of pre-school student, private kindergarten and private primary school. Thus the

sample cannot be the representative of the rest of the population. Student from other

school such as public primary school around town area and public primary school around

rural area, might show the different results from the private kindergarten and private

primary school. Furthermore, the study only focused on doodling method for children age

3 years old until 9 years old. Because of this study is only conducted for private

kindergarten and private primary school in town, the result is not precise enough to

conclude how this uniform will be function and in the other way it is to help children

learning something to making art. Thus, it can help in improving their academic learning

and affects their academic learning process. Conclusion can only be made for students

from other school also has be include in order to have solid result regarding to the

experiment by wearing the uniform. Therefore, the result can be used as a reference if the

other school are interested to try and used that uniform.

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Besides that, the distribution of the sample is also one of the problems. Since the

researcher uses non-random sampling which is the purposive sampling, the samples do

not have equal chances of being selected. For example, the sample of urban students

should be more to included in this sample compared to students from rural areas,

especially private schools. This is because the probability of them to produce scribbling is

greater than students in urban from public schools and students in rural areas.

1.8- SIGNIFICANT OF THE STUDY

Firstly, the study of the approachable by scribbling method among children is to identify

whether children will accept and can follow the instruction from the teacher or not.

Besides that, this study want to prove to the parents and adult that children’s art work is

meaningful and they can making art at anywhere they want without damage the surface

and place. At the other way, this study want to invite adults appreciate the children’s

artwork. If this study was proven, thus teachers will apply these uniform at school during

their learning process and it will benefit to all of them. Furthermore, it is very crucial to

identify whether this uniform can help in improving student’s learning process by

scribbling methods through the uniform.

In addition, this study tends to determine how the uniform are functional among the

children and how far the children receipt the uniform to be adapt into their learning

process in a way to make them have a discipline in art making. The study will assist the

student to identify the important about making art in school and why must they interested

to learn about art by scribbling method. For example, children that always scribble on the

surface at their uniform when they see it has a place for them to scribble. From there, it

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will show the skills of that children. Therefore, it is necessary for children that want to

draw or scribble something on there.

Moreover, the study of the approachable by scribbling methods among children will help

student in other subject not only in art but sometimes they will made a calculation on that

surface like counting number one until ten or ‘1 + 1 = 2’. They also will learn to know the

letter of alphabet when they start to write ‘A,B,C’ until ‘z’ and spell the subject like ‘A for

Apple’ and they will draw the shape of apple with their own imagination. The study tends

to investigate whether the usage of uniform are comfort or not and is it that uniform are

function or not among student in the class during the learning process. For example, the

student were have fun while learning art and other subject by wearing the uniform

because they will make something different on their own uniform and they will wipe it after

they wrote on the surface that can be write or scribbles, or in other case they are not

comfort to doing art on their uniform because they worry that their parents or teacher will

scold them because they not really know how the uniform are function. As a result, it is

very important to identify either they will accept and exited to wearing the uniform for their

learning process in class or they do not want to wear it.

Importance of this study is because they want to see and test the skills and abilities of the

children to listen and follow directions in which they will be given instructions not to doodle

everywhere and where they should be . Besides, they also will be educated and trained to

use the space provided to facilitate scribbling activity . This study is to guide and

discipline them in the beginning so as not to acquaint themselves scrawled everywhere or

places they should not. Therefore, this study provides an alternative to the child can still

be scribbling , but in the meantime they are educated to not get caught up with cultural

vandalism . Usually the child will easily hear the instructions of teachers , if they are

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trained to do like that since childhood . Indirectly , their learning will be more fun and

boring as they are free to express what is in their minds.

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CHAPTER 2

LITERATURE REVIEW

2.0 INTRODUCTION

This study will explore the approachable by scribbling methods among children. The main

objectives of this chapter is to study and explore the instincts of children about their

feelings, their real life and the cause that drives them to do scribbling. This is followed by

deeper discussion on some main points that related to this study. Actually, children thrive

when they participate in the arts, yet the arts are in a dismal state in the schools today.

The concept “back to basic” should be in corporate in school if they want to turn back the

atmosphere of cheerful and positive actions towards art among children. Yet, these are

also the children in disadvantage social circumstances, who need the capacity to imagine

new possibilities for their lives.

This study pursued based on children’s perceptions and responses to art making activity,

the thinking and learning that occurs in children’s art making by doodling approach. To do

this, the framed of the study with theory that explains art making as a way of learning and

then used ethnographic methods in order to look at art making from the children. Based

on the book that i refer to Montessori system is one of the way that created the activity to

make children feel freely and happy to do what they want to do.

In this study, art making emerged as a way of learning in two important ways. First,

children were found to be engaging in ways of thinking that are needed when learning is

a process of creating new knowledge, finding innovative solutions to problems and

continuing to learn beyond the classroom. Second, art making was an activity in which

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children negotiated between the culture of school and the adult art world and in the

process developed a practice in which they acted as full participants. In classroom, they

shaped the art making practice and transform it info and activity that was both meaningful

and it is away for them to make meaning from the doodling methods.

2.1 STAGE OF CHILD ART

Children naturally love art. most of them have a dynamic nature and it evolve naturally

through the process of growing up. Art is one way kids think and express their hopes for

adults. artwork produced by children serves as a communication tool and a reflection of

their thinking. According to Koster (2001), this reflection will be develope with the child

until it grows.

Children absolutely like to imagine about what they think. child's imagination can help

them to learn. According to Albert Einstein, imagination is more important than

knowledge. Children that used their imagination into their real live will solve their problem

in art through what they think. Children create works that reveal images into individual

expression. Art that they produce is not necessarily going to be as adults see or expect

but what children produce is coming from what they are imagining in their little eyes.

According to Lowenfeld, existing knowledge of children may be associated with the

development of the child. Lowenfeld specifies children's drawings are divided into 6 parts,

scribble where it occurs while children aged 2 to 4 years, then was Pre schematic (4-7

years), after that,Schematics (7-9 years), then Realism (9 -12 years), reasoning (12-14

years) and the last stage is the stage of adolescence (14-17 years).

Development of children art began when they were aged 2-4 years where they have

already started to scribble in places like walls, floors and furniture . Scribbling is divided

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into three categories: non-controlling scribbling , scribbling with control and scribbling

control means . Child scribbling on any material or device on any surface. Drawings they

produce does not reflect the image and how to hold the instrument properly .

At the pre schematic (4-7 years) , children who are drawing shapes such as images

confines humans, plants and food . Furthermore schematic level ( 7-9 years) , they

produced many paintings using telepathy symbols which are not permanent in nature and

increases with the level of development . They are more attractive to drawing their

attention.

Particularly in the form of geometry. While at the level of realism ( 9-12 years) , they

produce drawings showing the characteristics of human sex differences . Usually drawn

objects based on what they see and not through their observations . Level reasoning

about ( 12-14 ) , they come across the actual forms , it is called the transition stage of

childhood to adolescence. Their paintings are more to realistic and they more understand

the concept .

Normally, when a child scribbling, they will be scolded by their parents or their teachers.

Adults will always consider what is produced by the children is something that is not

useful when they do not know the child is a part of society that deserves attention and

encouragement to produce art. When a child scribbling, adults only because it was part of

the negative behavior and if not checked, the child will be stuck with doing vandalism but

rarely adults looked graffiti is part of the artwork. As an adult and mature, should provide

guidance, encouragement and guidance to them and do not restrict what they do but

supervise and provide guidance to them.

In fact, if the observed carefully, defacing the child is a story derived from their

imagination. Art from the children were impact on society. So that, people should be

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supported and given guidance. their childhood endowed with properties like scribbling

and making of art is actually started when they began to make a point and merging point

becomes a circle and line in producing various kinds of lines.

2.2 CHILD DEVELOPEMENT RELATED TO MONTESSORI SYSTEM

Freedom is a factor that should be given to children. Freedom is also an opportunity for

them to do whatever they want. with the freedom given to them is actually easier to

develop ideas and learning methods will be easy and organized. Freedom should also be

put to good use by parents, teachers and adults to see and evaluate the abilities and

talents of children since childhood. What they do is one of the branches in the visual arts

should seriously because it will benefit them as they grow older.

Based on the book titled “Education and development of infants, toddlers, and

preschoolers”, by George S. Morrison (1998). Maria Montessori (1870-1952) developed

one of the most widely known programs for teaching young children. These include the

concepts of “sensitive periods” for learning, the importance of activity in learning and the

role children play in their own education. The Montessori approach offers a broad vision

of education as an aid to life. It is designed to help children with their task of inner

construction as they grow from childhood to maturity.

Montessori education is an educational approach developed by Italian physician and

characterized by an emphasis on independence, freedom within limits, and respect for a

child’s natural psychological, physical, and social development. The model of Montessori

system has two basic principles which is first is children and developing adults engage in

psychological self-construction by means of interaction with their environments and

second is children, especially under the age of six, have an innate path of psychological

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development. Based on her observations, Montessori believed that children at liberty to

choose and act freely within an environment prepared according to her model would act

spontaneously for optimal development.

Figure 2.2 : The Montessori System Process

Figure 2.2 above shows how the Montessori System process are done in the school.

Normally, children will be divide into group to facilitate the flow of the activities. Parents

also involve in this programme to make them know how to trained their children at home

by using the same system and method.

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Basically, Montessori education is a model of human development and it is an

educational approach based on that model. This model has two basic principles, the first

of children and adults with engaging in self psychology dam construction through

interaction with their environment. Second is children under six years old must have

thought psychological in nature. Based on her experience, Montessori believed that

children are free to choose and free to act in the area or the environment that were

available. Montessori said, acting on spontaneous activity is good for the development of

more optimal. in 1957, Montessori also often see the natural characteristics in human

psychology which it identified as "human tendencies toward something."

2.2.1 Basic Features Of The Montessori System

Some characteristics and beliefs set Montessori system apart from other programs. It's

not that other programs do not accept the basic principles of it to public. They are an

important aspect of the Montessori system, and integrated into the program adopted by

the followers.

In the Montessori approach, the human tendency is seen as a guide behavior in every

stage of growth. Education also need to respond to the learning process and find a

solution to facilitate their expression. Montessori education method, also known as free

activities in an environment that is sensitive and always ready, meaning that it should be

a learning environment tailored to basic human characteristics and specific features

children where they are divided according to age groups distinct and individual

personalities are also different for each function of the child. Based on the psychologist

experience, they said the environment is also an important factor for children to do

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activities independently. Other than that, Montessori also noted that materials appropriate

to the age of children is also a main thing to attract them to follow the learning method.

Figure 2.2.1 : Basic process of Montessori System

Montessori system are only used the three main character in her system which is it start

from children itself, and then the children prepared the environment or surrounding to

adapt it into their life and from there the process will trained the teacher to teach and

practiced the children to do the activities and the circle of this process will be repeat at the

other children.

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2.2.2 Criticism Of the Montessori System

As with most things, there are a number of criticism of the Montessori system of art

education. Some of these criticism are discussed here and it will be related to the children

life when they doing their art making through scribbling. There have a several things that

are different between school that practiced the Montessori system compared to school

that used the traditional system. The differences will be shown at the table below :

Table 2.2.2:The differences between Montessori system and the traditional system.

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The environment of Montessori system also different from the traditional system

environment. These table below shows the difference between the Montessori

environment and the environment at the traditional classroom :

Table 2.2.2.1 :Difference between the Montessori environment and the environment

at the traditional classroom

Some of the teacher and parent still confused with the Montessori system that were done

at the school and some of them are think just follow the traditional system that prepared

by the government. This figure below will show the circle by doing Montessori system.

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Figure 2.2.2 : Comparison of the traditional system and Montessori system

2.2.3 Applied Montessori System at School

Montessori education is a brain-based, developmental method that allows children to

make creative choices in discovering people, places and knowledge of the world. It is

hands-on learning, self-expression and collaborative play in a beautifully crafted

environment of respect, peace and joy. Montessori focuses on children learning and self

discovery, and fostering independence is an important part of the philosophy. Montessori

education is right for children of any age. The Junior Academy provides levels of learning

from infant, toddler and junior level. Each program seeks to support each child's

intellectual, physical, emotional and social growth by focusing on areas of development

including practical life skills, sensorial, reading & language, mathematics, cultural studies

and technology. Introducing our children to Montessori as early as possible puts them on

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the right path to becoming a confident, self motivated learner.

Figure 2.2.3 : Learning Environment

In a Montessori environment, children learn by exploring and manipulating

specially-designed materials. Children work at their own pace, repeating an exercise until

it is mastered. These hands-on learning materials enable the child to literally see and

explore abstract concepts. The teacher may gently guide the process, but her goal is to

inspire rather than instruct. Throughout the classroom, beautifully prepared, inviting

curriculum areas contain a sequentially array of lessons to be learned. As students work

through the sequence, they build and expand on the materials and lessons already

mastered. The teachers track children progress and hold parent-teacher conferences so

parents may see their child's work and hear teacher's assessment.

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Many school in U.S was do the Montessori activities to their children and normally the

they achieve what they want from the children and many parents and teacher too are

satisfied with the learning process of Montessori system. In Malaysia, it also be done by

the certain private school in town and it is not be applied at the all school in Malaysia. The

reasons is this system are not familiar in Malaysia and it also about the cost and the time

to make the programme will troublesome few parents who are unable to participate in this

program.

Figure 2.2.3.1 : Flow of Montessori System

Figure above was show the flow of the Montessori system which is it start from learn and

understood the process of Montessori system and the program that will be done. After

that, used the system and applied that system into the children and student life. Practiced

it all the time and repeat again until they conquered the steps by doing it with the real

27

examples and finally the children will love with what they do because they will get the

freedom of the activities that they want to apply into their life.

2.3 CHILDREN DEVELOP LIFE SKILLS THROUGH ART ACTIVITIES

Art may seem like fun and games but it may not realize that children is actually learning a

lot through exploring the arts and doing art activities. Children will gain useful life skills

through art, so encourage them to get creative, and there are a several skills to guide

them. Mental development of children depends on their lifestyle with family, friends at

school teachers.

2.3.1 Communication skills

Children never cheated and do not know how to do the act of cheating. What they say is

honest and sincere of heart and mind, but not all children are able to express their

feelings through speech or conversation. Sometimes, children will paint, sketch or

scribble to show what they feel and go through. Drawing may actually be a medium or

medium from children to people around me to deliver something. By doing drawing,

people can see and understand and know the feeling and behavior of children whether

they are happy, sad, angry or dislike something. According to Heater Malin, from the

article title “making meaningful : intention for children art making”. She said, through a

painting produced by children, it could be a story. they can tell a story based on a painting

by one sequence they produce into an interesting story and the adults are not necessarily

thought of doing the same thing.

A study was done on children who have communication problems on which they placed in

a special unit at the Pusat Perubatan Universiti Malaya (PPUM). This kid is a chronic

28

illness such as cancer and drug addiction since the baby which they inherited from their

mother's addiction. They are not able to speak. Therefore, the hospital has conducted an

activity called 'Art Therapy'. This therapy works as an intermediary in which children can

express all their feelings and emotions through drawings based on color selection,

production lines and shapes produced and painted patterns. Therefore, scratch that will

produce drawings is essential for communication skills for children to develop ideas and

minds. Drawing also train them for the ability to communicate to the public and can be a

continuous practice until they get older and perhaps this exercise will give a good

impression to them if they can continue their studies to a higher level and it will also

facilitate their employment in later .

2.3.2 Problem-solving skills

When children explore art ideas, they are testing possibilities and working through

challenges, much like a scientist who experiments and finds solutions. Art involving both

of the left and right brain. Learning art will make up two sides of the brain work to think

where the idea is growing but at the same time the child is required to solve the problem.

When children started doing the artwork, they are actually faced with challenges and

difficulties. From there, they learn to identify problems in the face and think to solve the

problem. Through drawing what they have learned, they began to identify objects, lines,

colors and shapes. It is the harder things for them to know and understand things is not

an easy thing. They also need to apply what they learn to the environment so that it is

easier to understand. Drawing also can be a reflection on the part of those children to

make a reference and guide. This is because, sometimes children are difficult to describe

what they want to convey, but with the pictures, symbols and drawings, they are easy to

deliver a message.

29

2.3.3 Social and emotional skills

Art helps children come to term with themselves and the control they have over their

efforts. The artwork can help children to adjust to their surroundings and the people

around them. through art, they began to mingle and talk to each other with each other

related artwork that they do. every child is blessed with the advantages and different

properties. Therefore, art can bring people to complement and help each other. They will

begin to interact and communicate when the session artistic experimentation done in the

classroom. From there, we can see the characters and their whims. Children’s emotion

can also be identified by drawing that they produce. Emotions that can be identified

through the line, the selection of colors and the way they treat the material they saw. For

example, in a family portrait, usually they will draw family members closest to them bigger

than the other family members who are not quite close to them. Usually the child will

express something sincerely and will not cheat. Therefore, understanding and

appreciation of them will be more effective by drawing on produce.

2.3.4 Fine motor skills

Fine motor skills enable a child do things like delicately turn the page of a book or fill in a

sheet of paper with written words. Fine motor skills are movements and actions of the

muscles. According to Rathelot JA ( January 2009), he said, these skills involve the

movement of the small muscles of the body such as fingers and inner coordination with

30

the eyes. It is more commonly known as manual dexterity used in the theory of human

capability. It can also highlight the way people cope with the speed of movement to

produce an item. With this art activity, children will train finger movement and dexterity of

their eyes in which both members received instructions from the brain to perform an act.

This process is very important for the observation of teachers and parents as through the

production process of this work, it can assess whether students can perform the job well

or not. These skills can also help children create art with more jewelry and they will not

take easily to complete the work.

2.4 AESTHETICS AND YOUNG CHILDREN

At a very young age, children are quite capable of having an aesthetic experience on their

own terms. The terms that they also do not know either the art work are beauty or not or

the art valuable or just for fun or their own satisfaction. Aesthetic in art is a very important

element in the formation of a work of art. Aesthetic is the main factor for people to assess

the work produced. It is also more known to the beauty and perfection of a work.

According to Professor Severyn T. Bruyn (2002), Aesthetic beauty is also a principle

which is a branch of philosophy where it refers to the nature of art, beauty and taste and

appreciate the beauty existing. From scientific terms it is more accurately defined as the

study of sensory or emotional value, while some people call sentiment and taste. Some

have said that aesthetics as a reflection on art, culture and nature. Often, more specific

aesthetic theory with practical implicated where they relate to a particular branch of art,

and it is divided into the areas of aesthetics such as art theory, literary theory, film theory

and music theory. Theory of art is aesthetic theory as a set of basic principles of work

where a particular art movement.

31

Children art activities usually do not understand and do not know about the value of

beauty in art. They do art activities just for teacher instruction and usually for what they

make is not having a specific purpose. Unlike adult artwork that aims to translate or

communicate something to others. Children do not know about the value and beauty

found in the art work of they do. According to Schirrmacher (2002), to help develop

aesthetic happen, children need exposure to the arts, because in the future they will have

to deal with adults or elders to discuss the elements of art and beauty with brilliance.

At the level of these children, they have not been exposed yet with beauty and charm of a

work of art because they only produce art accordance with the requirements and

evaluation of their own eyes without thinking adult guest. In fact, many people overlook to

identify and understand the migratory patterns found in children artwork. It is because of

their drawings, children make it is to no avail other but just for the drawing only . From the

perspective of art and movement ideas, drawing starts with a point and then begins to

grow produce line shape and the next chart patterns and finally and ultimately produce a

drawing. Although it is not perfect, but it actually has a certain value and beauty of art in

the painting may be in the terms of how children develop their ideas.

Beauty in art is also a subjective to be judged because everyone has different

perceptions and views and assessments to the naked eye of every man is not the same.

For example, one thing for some people it's beautiful, but for some others it is not pretty.

Therefore each person has a different view of the state of aesthetic value. However, the

artwork of children should be given the honor and recognition because they are the future

succession.

32

2.5 BENEFIT OF MAKING ART THROUGH SCRIBBLING APPROACH

Everything they do must bring those benefits to the user or to others. If not, what was

done was useless and a waste of time. Making art using the scribble method has benefits

to those involved including the children themselves. It also bring goodness to parents and

teachers.

2.5.1 Children

Children are naturally loved to scribble can make a useful thing by applying this scribble.

This is because if the adults such as teachers and their parents teaching and guiding

them to transform from the scribbling into the beautiful drawing, it will help improve their

drawing skills. Besides, it is to help children in the process of development of their minds.

Through scribbling, the main thing is that they will learn the lines and spaces. Lines could

also symbolize mood and emotions at the time. They can learn several types such as

straight lines, wavy lines, zig-zag and square lines. They also learn to recognize the right

lines either, fine lines, normal lines or thick lines. With a line, they will learn to create a

shape and can do the basic geometrical patterns such as triangles, squares, oval and

round. These patterns are widely used as symbols in everyday life. It is very helpful for

children who are slow to read and write in order to speed up their learning process.

2.5.2 Parents

Parents also serve as teachers at home. advantages of the art among the children of

parents is to facilitate parents to identify the direction where are their children future later.

This is because children tend to doodle in the initial stages of growth. challenges faced by

parents when a child scribbling or doing art is parents need to be patient. Parents who

have a child who loves to sketch when holding a pen or pencil should guide them to use

the equipment properly so that they do not abuse the exact function of the devices. Not all

33

parents through experiences where their children will draw pictures of their family or the

surrounding scenery because every child endowed with different abilities and

advantages.

Sometimes there were a few parents who have not been through such a situation due to

their child through sound financial constraints to purchase equipment such as pencils,

pens and colored pencils in their time ago. Therefore, what their kids are doing that could

possibly be a new experience for parents to express appreciation for the work of art that

is made by their children. Tendency of their children to the art will further facilitate the

growth process of these children as they should be able to do something useful when

they grow up with a sense that the benefits provided for them.

2.5.3 Teacher

The advantages of art making among children to teachers is indirect these children can

help to improve the school environment to be more cheerful. Teachers do not need to do

activities that are difficult to be accepted by students. Teachers can use the skills in the

students themselves to create works of art to beautify and invigorate the school. Skills

that students will also raise school performance to a higher level. Art students will

facilitate teachers in their teaching and learning process.

This is because the children will have a better understanding of what will be delivered and

teach the teachers, especially in concept to produce a work of art. Other than that,

teachers can learn new methods and techniques of children, where students are likely to

produce something different and not similar to each other but still in the learning syllabus.

From there, teachers can develop their ideas and creativity to another student. This is

because there are times when some children may think much further than other children

because of the imagination of the birth of their minds have different levels.

34

2.6 CONCEPTUAL FRAMEWORK

This conceptual framework is adapted from Margaret Stott (1987) which is she was has

utilized a three-stage strategy for analyzing objects. According to Stott (1987), she said

that there are; “three different but important dimensions to that learning experience, no

matter what level of student and no matter what the artifact being considered” (p. 14). The

conceptual framework for this study is shown in figure 2.6 and it illustrates how the

variables used in this study which is making art by scribbling method are related with

learning process and child development. According to Miles & Huberman (1994 in

Jabareen, 2009) a conceptual framework is such a lays out of key factors, constructs or

variables, and presume relationships among them”. These “dimensions” are stands for

three main point which is the object itself, the context of the object, the process of the

object’s manufacture and use.

Figure 2.6 : Conceptual Frame work.

Figure 2.6 : Conceptual Framework

Psychomotor

Environmental

and surrounding Art making

Children

Identify

Used

Influences

Affects

35

In this study, children development towards psychomotor would affect student’s

academic learning process will be investigate in depth. These variables will perceive the

literal role of a study on using scribbling methods in teaching art among children. As

shown as in figure 2.6, the use of psychomotor from children will be identify by them to

study about learning the environment which is it includes the nature, floral and fauna.

That environment aspect will make children near to nature and it will make easier for them

to understand it. Surrounding is also will influence the student to making art. It is because

children will do what that they see and learn from that experience. These factor will affect

the students either in positive or negative way. Thus, this study will investigate the study

of using scribbling method in teaching art are useful to student or not. In this study, the

use of scribbling method is believed to give impact on teaching arts and learning process.

The integration of this method will determine either the student can get the good impact or

not.

36

CHAPTER 3

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter will discuss the following ; research design, population and sample,

instrumentation, pilot study, data collection and data analysis plan.

3.2 RESEARCH DESIGN

This research will used quantitative approach. This study employed an experimental

research. The design was meant to gauge whether the children creativity drawing

methods can help in improving their academic learning. To investigate the effects of using

the scribble activity to the children in their academic learning. To illustrate how the

scribble method helps to improve the performance of children learning. To create a sense

of appreciation of the artwork done by the children in the learning process. Students or

children from private school and public school around seksyen 7 Shah Alam and student

or children from rural school in Sekolah Kebangsaan Sungai Koyan, Pahang have been

chosen as the samples for this study. The observation and interview to the samples will

used as the instrument in the research to gather the data needed. According to Atkinson,

P. (1975) from the article title “Frontiers of Classroom Research”. Observational

techniques is most of the important aspect for many action research studies and of case

studies whether it is controlled by participants or other people which is outsider. It is also

known with the social research technique which is that was involves the direct

observation from the phenomena in their natural setting.

37

3.2 Population Sampling

The population for this study will be all the kindergarten student in public school and

private school in town and also public school in rural area. As cited from Neuman (2003),

subject selection is refer to the criteria and standard that used for the person who was

determine of the experiment that include of subject in research protocol. This study used

probability sampling procedures to choose respondents. Probability sampling is the

sampling technique which is the sample will be randomly selection (William M.K,2006).

Instead, probability sampling is a process where the sample involve was have a chance

for being selected. According to Willian M.K (2006), In order to have a random selection

method, researcher must set up a little process or procedure that have the different units

in researcher population and also have an equal probabilities of being chosen. People

were practiced the various forms of random selection, as an example, pick a name out of

a bowl, or choosing the most exited people. The method used was stratified random

sampling. It also known as proportional random sampling which means it is a probability

sampling technique wherein the data will be classified and collected by age, gender,

socioeconomically or status ; whereby for this research, the researcher will select the

respondent that refer a group of gender and age. Then, researcher will choose randomly

from the group that was selected. It is also preferred over simple random sampling

because this method usually will get a more accurate result and satisfactory researchers.

This sampling technique is chosen as the alternative of this study to investigate on the

studying by using scribbling methods in teaching art. All the respondents consist of

students from various school around Shah Alam and one school at Pahang. The sample

size for this study are 18 respondent for the observation in classroom and 9 respondent

for the interview session.

38

3.3 Instrumentation

The instrument used for data collection in this study is observation. The observation is

developed by researcher in order to analyze of using scribbling methods in teaching art.

For the purpose of this study, the rubric will help researcher to measure either respondent

will achieve the criteria by using scribbling method in teaching art or not.

Besides that, this study is also will use interview as an instrumentation for data collection.

The interview will be done by the teachers instead of art teacher principal or art teacher.

Table 3.3.1 : Description of the question for the observation

Sections Description Number of item

Section A :

Participation

This section carries the participation of the student in order to fulfill the researcher requirement. Participation from the children is one of the aspect to observed either children are interested or not to wear the uniform.

5 items :

Rubric :

No 1-5

Section B :

Communication

This section consist of several things that are related to interaction between the selected children and teacher. These criteria will help researcher to identify whether the child will communicate to the teacher while using uniform or not.

5 items :

Rubric :

No 1-5

Section C :

Psychomotor

This section will help researcher to identify the level of children skill by using the scribbling method. This section will show either the children psychomotor are active or just in the normal stage.

5 items :

Rubric :

No 1-5

Section D :

Comfortable

By using the uniform that provided by researcher, children will be observed either they are comfortable or not wearing the uniform and it also will see either they can do the activity on the uniform or not.

5 items :

Rubric :

No 1-5

39

These element is the element of the observation session by researcher. It will be done by

children. It will be choose in order to get the result and make conclusion either using

scribbling methods in teaching art among children can be apply to the children or not

suitable to be a part of the method in teaching art. The data for the 18 respondent were

collected from the school was selected.

Table 3.3.2: Description of the question for the Interview

Sections Descriptions Number of items :

Section A :

Important of art

This section carries the general criteria on the important of art among children. Data from respondent such as : the important of art in education, is it art subject is important in school will be noted.

5 items :

Rubric :

No 1-5

Section B :

Child development

This section consist of the development of children by doing art. The opinion from the teacher will be noted to be a reference by researcher. The reflection from teacher will be refer to the question number 3 at the research objective.

3 items :

Rubric :

NO 1-3

Section C :

Child needed

This section will show the needed of children in school. What children needs in art also will be one of the important aspect in this session because from there, researcher will know the weaknesses and the strength of art subject in school.

5 items :

Rubric :

No 1-5

Section D :

Environment of study

By refer to the question number 3 at the research objective, teacher will tell the environment of the study at the school especially in the classroom. The activity and approach that using by teacher also will be noted.

5 items :

Rubric :

No 1-5

Section E :

Improvement

While section B and C focused on the development and needed of children in art education, this final section emphasized on how teacher and adult include parent improve the children thinking on art and education. It also include the way of important in learning process by scribbling approach among children.

5 items :

Rubric :

No 1-5

40

These element of interview session were choose in order to collect the data in terms of

interview to the teachers that teaching art or teachers not teaching art and the interview to

the principle of that school about their opinion and suggestion based on the criteria that

will ask from researcher.

3.4 Data Collection

The respondents of this observation are children from sekolah kebangsaan seksyen 7,

Little Caliph kindergarten, seksyen 7 Shah Alam and Sekolah Kebangsaan Sungai

Koyan, Pahang. Before the respondents will be observed, there will be a short briefing

and explanation on the procedures to the teacher and student that involved. The briefing

is about the explanation on the research objective and what and the purpose by doing

observation, it took about five minutes of the explanation. The observation will be doing

on weekdays during school session and the interview will be doing during class session

or lunch break. The time needed to complete all the criteria is around 30 minutes to 60

minutes for the observation and 10 minutes to 20 minutes for the interview session. The

survey process was monitored by the researcher itself. This was to ensure the feedback

given by the respondents have an originality emotion and result and any inquiries or

problem faced by the respondents during the survey could be attend. The result will be

known after the observation to respondents and will be collected after interview session.

The data collection was as follow :

41

Design for the observation and interview :

There are 4 area or features for the observation

session which is Section A : Participation, Section B :

Communication, Section C : Psychomotor and

Section D : Comfortable. It also have a 5 section of

features for the interview session. It consist of Section

A : the important of art, Section B : Child

development, Section C : Child needed, Section D :

Environment of study and section E : Improvement.

Sample selection:

The respondent of this observation is among the

children from the selected school by researcher and

the respondent of the interview session is the teacher

or principal at the same school. About 18 respondent

from children and 9 respondent from the teachers

involved in this research.

Fieldwork :

Researcher will go to the three different schools:

First, Sekolah Kebangsaan Seksyen 7 Shah Alam.

Second, Little Caliph Private Kindergarten,Seksyen 7

Shah alam.

Third, Sekolah Kebangsaan Sungai Koyan, Raub

Pahang.

Observation:

The observation is distributed on weekdays during

school session in classroom.

42

Time taken :

The time need to complete the observation is around

30 to 60 minutes.

Time taken :

The time need to complete the interview is around 10

to 20 minutes.

Interview distribution:

The interview session will be doing on weekdays

during class session or lunch break.

Observation & interview process:

The survey process was monitored by the researcher

itself. This was to ensure the feedback given by the

respondents have an originality emotion and result

and any inquiries or problem faced by the respondents

during the survey could be attend.

43

3.5 Data Analysis

All the data obtained from the observation result and interview session that were collected

and analyzed to provide answer to these four research questions for the study. In order to

analyze and interpret the data, the software of statistical Package for Social Science

version 20.0 was used. According to Information Technology Service (2012), SPSS is an

analysis invention for data management. In this system software, the data will be key in to

the format that given and descriptive statistics is used in order to analyze and interpret the

data and information gathered.

Research Objective Research Instrument Analysis

i) To gauge whether the children creativity drawing methods can help in improving their academic learning.

Observation

Using rubric :

1)Question 4 in Section A 2)Question 3 & question 4 Section B 3)All of Section C

ii ) To investigate the effects of using the scribble activity to the children in their academic learning.

Observation

Using rubric :

1) Question 5 Section A 2) All question in section C 3) All question in section D

Data Collection:

The result will be known after the observation to

respondents and will be collected after interview

session.

44

Table 3.5 : Summary of Data Analysis

Thus, by using SPSS version 20.0 software, a descriptive statistics about all items were

analyzed. For the observation session, the researcher will scale the criteria into 5 scale

which is from the lowest to the highest. Meanwhile, for the interview session the

researcher will analyzed and categorized the answer into the different group which are

multiple choice answer, yes or no and the opinion from the teacher and principle. After

researcher determine the data whether they are positive or negative inclined or good or

bad feedback, then the data will keyed in and analyzed. Simple chart representation for

these observation and the interview session to show the response from the study that

have been done by researcher.

iii) To illustrate how the scribble method helps to improve the performance of children learning.

Interview

Content Analysis

1) All question in section A 2) Question 1 in section B 3) Question 4 in section D 4) Question 1 & question 3 in section E

iv) To create a sense of appreciation of the artwork done by the children in the learning process.

Observation

Using rubric :

1) Question 1 & question 5 in section A 2) Question 4 & question 5 section C

45

List of references

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http://www.scribbleskidsart.com/generic.html?pid=162

http://www.pcah.gov/gaa/profiles.html

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University Press

Bremner,J.G (1999) Children’s drawings and the evolution of art, in A Lock & C.R Peters

(Eds), Handbook of Human symbolic Evolution.

Bruner,J (1990) Acts of Meaning. Cambridge, MA: Harvard University Press

Cox,M (2005) The pictorial World of the Child. Cambridge: Cambridge University Press.

David L. Brunsma (unknown). Educational research, University of Alabama.

Ellen Booth Church, March (2005). Learning from children’s art and writing. Scholastic

childhood today.

Freedman, Kerry, Winter (2007). Art making/troublemaking : Creativity, Policy, and

leadership in Art education. Studies in Art education, Art & Humanities, Northern Illinois

University.

Frank Cizek (1890). Child Art. Primary sense of Children.

Franciscono,M(1998) Paul Klee and children’s art, in J. Fineberg (Ed) Discovering child

art.

George S.Morrison (1988). Education and Development of Infants, Toddlers, and

Preschoolers. Florida International University.

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Humanities Full Text.

Gardner, H, (1982) Art, Mind, and brain. New York : Basic Books

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Golomb, C. (1999) Art and the young : the many faces of representation, visual arts

research.

Heather Malin, December (2008). Making meaning : Children’s art making as a way of

learning. A dissertation submitted to the school of education and the committee on

graduate studies of Stanford university in partial fulfillment of the degree of doctor of

philosophy.

Heather Malin (2013). Making meaningful: Intention in Children’s Art Making. Blackwell

Publishing Ltd

J-J. Rousseau (1712-78), J.H Pestalozzi (1746-1827). Agenda of art education for

children.

John Ruskin (1819-1900). Importance of art in child development. Stage of children art.

Katherina Danko-Mcghee May (2006). Nurturing Aesthetic Awareness in young children :

Developmentally Appropriate Art Viewing Experiences.

Lowenfeld, V (1947) Creative and Mental Growth, New York : Macmillan

Marissa McClure (2011). Pendejo!Preschool Play : Why children Make art. The journal of

social theory in art education, 31, University of Arizona

Meriam Webster Dictionary (2013). Undergraduate. Retrieve from

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NSW Department of Education (1989). Visual arts: syllabus and support standards.

Sydney, Australia.

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Olin Levi Warner(1896). Imagination, Library of congress Thomas Jefferson Building,

Washington D.C

Pariser, D (1997) The mind of the beholder : some provisional doubts about the U-curve

aesthetic development thesis, Studies in art education.

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Wikipedia, the free encyclopedia- Art, May (2014)

48

APPENDIX A

FACULTY OF EDUCATION

MASTER OF EDUCATION IN VISUAL ART

Dear respondent,

I am Nurul Syafiqah bt Md Amin (UiTM Student ID No : 2013554763) from the Faculty

of Education, INTEC, UiTM Shah Alam. Currently, i am pursuing a master program in Master of

Education in Visual Art. As a requirement for my EDU 702. I am conducting a survey on “ A

study on using scribbles methods in teaching art for children”.

Therefore, i need your sincere cooperation to complete this experimentation by using the

observation and interview session. Thank you for participating in my research. I would appreciate

if you could spend a few minutes of your time to complete my research. The data collected from

this research will be used for academic and research purpose only. Your participation is

completely voluntary and information will kept strictly confidential.

Your time and cooperation is much appreciated. Thank you very much.

Researcher,

(Nurul Syafiqah bt Md Amin)

49

Appendix A

Direction : Rate the level of children behavior for the selected student in the classroom

using the scale from 1 to 5 which is 1 is represents lowest level (1 = lowest) and 5

represents highest level (5 = highest)

Name : Gender : M/F Date :

Area / Features Level of Behavior demonstrated

by children.

Participation Lowest Highest

Children listen attentively and give full commitment to the teacher throughout the lesson.

1 2 3 4 5

Children follow the instruction from the teacher. 1 2 3 4 5

Children use knowledge learn from the teacher to carry out task given by teacher successfully and correctly.

1 2 3 4 5

Children follow the step of activity by using the uniform.

1 2 3 4 5

Children are exited to do the activity given. 1 2 3 4 5

Communication

Children response frequently to teacher’s instruction and expand interaction with peers.

1 2 3 4 5

Children able to answer questions verbally shown or asked by teacher by referring to the lesson learn earlier.

1 2 3 4 5

Children frequently asks questions for understanding and contributes ideas or comment.

1 2 3 4 5

50

Children give the frequently feedback while using the uniform.

1 2 3 4 5

Children tell the teacher if anything happen to the uniform.

1 2 3 4 5

Psychomotor

Children draw on the surface that was prepared. 1 2 3 4 5

Children do the mathematics activity on the surface that was prepared.

1 2 3 4 5

Children do the same thing at the surface of uniform and on the whiteboard.

1 2 3 4 5

Children know the uniform can be scribble if they are not wearing it.

1 2 3 4 5

Children will do the activity on the certain surface of uniform.

1 2 3 4 5

Comfortableness

Children are comfort with the material or fabric of uniform.

1 2 3 4 5

Children like the colour of uniform. 1 2 3 4 5

Children easy to make a movement while using the uniform.

1 2 3 4 5

Children easy to do the activity on the surface of uniform.

1 2 3 4 5

Children can handle the uniform that have 3 pieces of it.

1 2 3 4 5

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Appendix B

Interview Session to the Teachers.

SECTION A : IMPORTANT OF ART

1. Why art is important to the children?

2. Art is one of the subject that can give an opportunity in work sector for children future.

Is it true?

3. How the children feedback when teacher want to make an art activity?

4. How to make children interested to making art?

5. What is the activity that can express children feeling?

SECTION B : CHILD DEVELOPMENT

1. How to help the children development for learning process?

2. Who is children will be refer when they want to doing art?

3. Why children want to explore something if they want to know the result.

SECTION C : CHILD NEEDED

1. Is it art kits are provided in this school?

2. How teacher identify the weaknesses of children?

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3. How teachers provide what is needed by the students?

4. How teacher controls the behavior of the children if teacher does not give what

they want at school?

5. What are the things that will be implemented to meet the needs of learners?

SECTION D : ENVIRONMENT OF STUDY

1. Whether teachers provide hygiene activities in schools?

2. How teacher determine children are comfortable or not having in school area?

3. Is it the children will always in class with the other friends?

4. Whether learning methods used by teachers in the classroom is effective or not for

students?

5. Is it teacher have a question and answer session while learning process in classroom?