The dissertation deals with the use of new media learning tool in resolving art tasks in the field of spatial design and architecture. New media allow the student a comprehensive insight into the spatial design and architecture, as while determining the proportions and relationships between different artistic elements, the pupil can affect the timeline and the relationship of size and shape.
The purpose of the research was to test an innovative new media system for teaching art in the 8th grade of primary school. The system consists of a computer, computer camera, a tool for augmented reality and markers to trigger content. The PC, through computer camera, decodes data on the markers and place them on a computer screen where they are displayed as various surfaces and bodies. By moving the markers the quality of elements are varied and compositing operation are performed. We observed how students sharpen sensitivity to artistic elements and consequently relations in virtual reality, how they understand art concepts, materials and tools as well as their attitude towards keeping the work environment and schedule. Likewise, we studied the satisfaction of pupils in artistic expression with new media tools.
The study used both quantitative and qualitative methods of collecting and analyzing data. Panel artistic tasks were drawn up on the basis of the guidelines Berce Golob (1993); for this type of evaluation we decided on the basis of the already tested instruments used in a related study (Tomšič Čerkez, 2005). The criteria for the evaluation and assessment of works of art are: creativity, expression of art works, artistic language, sensitivity to fine structure, visual artistic knowledge. The central part of the research was planned single factor pedagogical experiment with two modalities: a) the use of new media in the implementation of art tasks in the field of spatial design or architecture (experimental group); b) the implementation of traditional art tasks in the field of spatial design or architecture (control group). Each elementary school, which was included in the experiment, which involved two classes, while there were students of one class assigned to the experimental group, students in the second belonged to the control group (if in the school there was only one class it was divided into experimental and control group). After completing the experiment, the pupil's art assignments were assessed by three independent reviewers with precisely prescribed instructions on the use of evaluation criteria. The questionnaire and the experiment data obtained were processed by the following statistical methods: factor analysis, t-test, analysis of variance, analysis of covariance and analysis of concordance between the reviewers.
The results showed how the use of new media in the interior design affects the cognitive, affective and psychomotor aspects of a child's artistic expression. Baseline research question has received a positive response: students who used new media in the learning process in the field of spatial design and architecture, have been more successful (in creativity, understanding, expression, technical perfection, motivation and attitude towards the environment) than students, who worked with traditional teaching methods and forms. Moreover, they also proved a better attitude towards artistic expression and greater satisfaction.
The results will contribute to a better understanding of the advantages of new media and answer many questions about the use of new media in interior design and architecture at school. Scientific contribution is mainly focused on the development of modern educational technology in the context of art didactics and modernization of teaching of spatial design and architecture in elementary school, so that it would be more expressive, complex and up- to- date. A survey with an example of good practice in teaching art provides guidelines for the use of new media and encourages teachers to use them. The results obtained may contribute to a higher quality of implementation and understanding of problem-based areas.
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