OVAL TECHNIQUE CAN IMPROVE STUDENTS YEAR THREE DRAWING CAT APPEARANCE WITH ACCURATE AND NEAT

INTRODUCTION

Art also emphasize the cognitive, affective and psychomotor. This was stated

by Feldman (1996) that "... an enterprise that's encompasses teaching and learning to

make and understand art, as well as finding out about the world and ourselves through

art". He thinks that art is a field teaches us about the world and myself, other than to

concentrate on the production of art. The world of meaning can make by the

identification and evaluation of image observations or events that occur in everyday

life.

Children will only draw what was in his mind and not what he sees. According

to Glyn V.Thomas and Angele MJ Silk (1990) from his book "An Introduction To

The Psychology Of Children's Drawing" that previous researchers found children's

drawings were translated directly from their minds. The images drawn by children

mostly do not meet the characteristics of the image or object similarity he sees, and

sometimes only scribbles and lines used to deliver the item or an event.

STATEMENT OF PROBLEM

During the implementation of teaching and learning of Visual Art World for

Years 3, researchers found that most students cannot cat with correctly to the actual

appearance even the real appearance of cat is shown. This problem is detected during

researcher drawing activities. Most of their drawing of student’s year 3 was totally

different wit cat pictures to be shown in front of the class. There are students who

draw cats to form sharp, triangular-shaped face, and so on.

It will be observed during the implementation of this activity, students will

often go to in front of the class to see and observe the cat picture and come back to

their seat to draw again. Pupils are quite difficult to make their mental imagery of cats

look real. Students also often erase their drawing, as they are not able to make the

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appropriate rate compared with the picture display. In the end, students will feel hard

for them to draw images likes cat and they also lack of confident and knowledge

about drawing technique.

RESEARCH OBJECTIVES

This research is carried out for the purpose of :

i. To identify the use of oval technique in improving drawing cats look

more

exactly and neatly.

ii. To identify model, theory, method, strategy and technique will be use

in oval technique can improve drawing cat.

iii. To measure the effectiveness the use of oval technique in drawing cat.

SIGNIFICANCE OF THE RESEARCH

This research was undertaken to indentify either the oval appearance and grid

technique will be improve students drawing skills especially cat appearance with

exactly and neatly. According Haslinda Maadon (2007) stated that the drawing is the

work of art that can be made to express the form of an image using dry media or using

the fewest colors..

This research is important for teacher’s especially Visual Art educators, which

are help them to apply drawing techniques are simple and effective and help students

to improve their drawing skills and psychomotor. Teachers are also able to apply the

theories and approaches that are appropriate when delivering teaching art education.

Teachers are not options for arts education should master this technique so that they

are more adept at imparting skills to the students. Visual Art educators also can apply

this model, theory, method, strategy and technique which implements in this oval

technique into their teaching process.

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School administrators, especially senior academic assistant can be use this

teaching technique as a guide to teaching and learning especially in the field of

drawing of visual arts education and it should be extended to all other teachers. This is

to ensure that there is proliferation and new ideas in the teaching of visual arts

education. They also can share or find other technique may be it is more easy and fun

to conduct and learn.

Students can also use these techniques for drawing technique is easy to learn

and effective. The technique is suitable for children who are not yet proficient in

drawing animals, especially cats look. This technique provides a specific and easy

guide students in drawing correctly. Students also change their mind about art. Art is

easy and their can express their emotion with art.

For the Parents, they can know about this technique and help their children in

the process of drawing accurately and neatly. They can also apply these techniques to

their youngest children to develop their psychomotor earlier. Parents need to know

how to develop their child psychomotor to encourage children more creative.

This technique also useful for District Education Office where they can

introduce and apply these techniques to all art education teacher in the district to

ensure that students can achieve their psychomotor development. District Education

Office can expose about the model, theory, method, strategy and technique can be use

in teaching Visual Art Education.

The Malaysian Education Ministry may also adopt these techniques to create a

variety of courses on teaching techniques appropriate visual arts education. This is to

ensure that teachers and students to be exposed to the techniques of efficient and to

improve their skills in the field of visual arts education. This will also increase the

prestige of the subject of education in the world of visual arts education in Malaysia.

This study is also important for universities either local or oversea, particularly

for universities offering Visual Art education courses. This is because they can apply

these techniques in their future teaching and encouraging them to make a variety of

findings in the latest techniques in the field of visual arts education.

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LITERATURE REVIEW

Mohd. Azhar (2006), state creative games for teachers and coaches say that

drawing is one of the branches of creativity. By drawing a pupil can express emotions

and give an interpretation of a matter. Through the production of art, students can

express their experiences in an orderly and organized. This will facilitate the students

to make a connection with each other.

Rohani Abdullah (2001) state that while children in the school, the eye

muscles by hand to achieve good coordination and are willing to learn to write, read ,

count and play activities outside the classroom . This skill is obtained when the small

muscles that increases around the hands and feet. Therefore, all activities involving

the fine muscles as possible sketching and controlled properly. Smooth muscles were

already getting ready to evolve towards better if they receive proper exposure and

effective. Methods oval shape is an approach that can be applied to help the students

in creating the look of a cat with a more streamlined and perfect.

According Md Nasir Ibrahim and Iberahim Hassan (2003) made a conclusion

about Viktor Lowenfeld Creativity Development Theory state at the age of nine, these

students are in the transition stage between Stage Schematic (7-9 years) and Stage

Dawning Realism or The Gang Age (9-12 years). Schematic level (7-9 years),

children was produced by schematic drawings or concepts. More emphasis was given

to the arrangement of objects in an image other than the image of man and all the

objects around it. Paintings are spontaneous, independent and large scale.

On Stage Dawning Realism or The Gang Age (9-12 years), children continue

to draw by maintaining certain concepts and schemes. Images are painted in a realistic

and thorough. Image of painting began to shrink in size and the children begin to

show the critical nature of the work itself. They began to compare their work with the

work of their peers and this makes them cautious and a little individualistic, and

emphasizes the quality of the work produced.

Ausabel produce Meaningful Learning Theory, 1968 (in Md. Nasir Ibrahim

and Iberahim Hassan, 2003) state that meaningful learning has three main components

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of existing knowledge, the use of or the right strategies and a willingness to actively

engage students in meaningful learning. Without all three of these components,

students will be learning by force and would rather scarce input. Pupils in Year 3 have

been able to draw a cat looks similar to the actual appearance of the animals if they

are to be exposed to a more convenient and suitable for drawing objects on it . Draw

the cat look by applying a combination of oval shape as the basis of all sizes are more

students in the production of drawings facilitate the appearance of their cats. In

addition, students at this level are able to recognize and draw the oval shape of

various sizes perfectly.

According to Eisner (1967), state learning the art is not easy to obtain

automatically in line with the maturity, but can be developed through the teaching and

learning process. It is the responsibility of teachers to provide appropriate teaching

and learning so that students can develop their talents and creativity.

Lark Horovitz (1973) states that children's drawings can be divided into four

types, namely the production of spontaneous drawing, free drawings, drawings

request impersonation or complete. Drawing produced spontaneously without

coercion from any party. An image produced in spontaneous without coercion from

teachers or adults. Drawings are produced on their own initiative in accordance with

the requirements of children.

Md. Nasir Hassan Ibrahim and Abraham (2003) suggested that the preparation

of a Learning arts education is more focused. The focus of learning that applied by the

teacher must be consistent with the problems and needs of students. This is important

to make the learning process more meaningful and students will also be more

motivated to follow the teaching and learning process.

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RESEARCH METHADOLOGY

i . Qualitative Research

This research employed the qualitative types which aim to gather in depth

understanding of my experiences about teaching Visual Art Education used the

oval technique to draw cat appearance exactly and neatly. We also can see the

impact of the technique for students, school and Visual Art Education. The

qualitative method investigates how does a technique applied in teaching Art

Education to achieve the learning objectives. Samples were selected for this

study is student’s year 3 Gemilang of Sekolah Kebangsaan Pandan Perdana,

Ampang, Selangor. There are also some technique that I implements in this

research, which are interviews and observations.

ii. Observation Technique

An Observation was carried out in one Visual Art Education seassion in

Sekolah Kebangsaan Pandan Perdana on 15th August 2013 from 10.30 until

11.30 am. I have carried out observations of my Visual Art Education class in 3

Gemilang. Observational technique is participation observation which I have

involve in research.

iii. Interview

For this technique, I have been an interviews student from class 3 Gemilang. I

did an interview is a unstructured interview. I will conduct the interviews while

teaching and learning process. Most of the my questions is what their problem,

feeling and input before and after used the oval technique in drawing cat.

iv. Recording

To ensure the validity and reliable of my research, I also record students

artwork in drawing cat before and after use the oval technique. From this picture

I will be able to examine in greater depth and detail regarding how this

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technique can help students to draw cat appearance with exactly and neatly.

Through this recording, I will also able to determine whether the technique is

successful and achieve the goals.

v. Listing Finding

From this research and all method that I used, I have found some useful

information about the oval technique can increase student’s skill to draw cat

appearance with exactly and neatly. So I can relate all information with the

suitable model, theory, method, strategy and technique.

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REFFERENCES

Craig Roland (1990). Young In Art : A Developmental Look At Child Art. Available

At www.artjunction.org/young_in_art.pdf

Eisner, Elliot W. (1967). Educating Artistic Vision. New York: MacMillan.

Haslinda Maadon (2007). HBAE1403 Menggambar. Meteor Doc. Sdn. Bhd.

Feldman, E. B. (1996). Philosophy of art education. New Jersey: Prentice Hall

Lark-Horovitz. (1973). Understanding children’s art for better teaching. 35-45.

Columbus, Ohio : C.E. Merrill

Mohd Azhar Abd. Hamid (2007). Meningkatkan Daya Fikir. PTS Profesional

Publishing Sdn. Bhd.

Md. Nasir Ibrahim dan Iberahim Hassan (2003). Pendidikan Seni Untuk Maktab Dan

Universiti. Pahang : Pts Publications & Distributors Sdn Bhd.

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