Izvorni znanstveni članak
Playful Learning Frequency and Effectiveness in Teaching Visual Art
Lana Skender
; Sveučilište Josipa Jurja Strossmayera u Osijeku, Umjetnička akademija u Osijeku, Osijek, Hrvatska
Dajana Karas
; Sveučilište Josipa Jurja Strossmayera u Osijeku, Umjetnička akademija u Osijeku, Osijek, Hrvatska
Sažetak
Most theoretical and empirical notions about the methodical application of playtime relate to pre-school and elementary education, while the ability of acquiring knowledge through playtime in adolescents and adults is poorly researched. The purpose of play comes from the knowledge and skills based on the real experience, and intrinsic motivation, which due to the sense of comfort and enthusiasm benefits the process of learning and permanent knowledge. The research was focused on the frequency of using play in teaching Arts, and its effectiveness on different types of knowledge. The research was conducted online, via a survey “The Use of Play in Teaching Arts”, participants were the Art teachers of the Republic of Croatia. The results of the survey showed that, although play is insufficiently represented as a method in formal methodical education, a large number of teachers have the tendency to use playtime, driven by their own experience of working in classes, and through mentoring of experienced teachers. Play is not used for amusement and fostering activity only, but for learning new contents which create specific knowledge, and develop specific skills. The majority of teachers have positive opinions about the influence of play on learning and developing interest, but they have trouble deciding to use it more often. Teachers claim that they would use play more often if the play was lesson-planned and modified to teaching contents.
Ključne riječi
play; intrinsic motivation; art; teaching method; knowledge
Hrčak ID:
195183
URI
Datum izdavanja:
18.12.2017.
Posjeta: 1.814 *