Learning Contextual Art

Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary

I have carried out art learning that is contextual to students' lives because many students feel that art learning is difficult and boring. In my opinion, implementing contextual learning is by creating a learning environment that invites students to learn by integrating 3 thing ie “learn with art, learning through art and learning about art”. The result, The students were enthusiastic in learning and from the results of the reflection said that learning art was fun and did not feel like it was finished.

Good practice elaboration

Arts and culture subjects will be considered easy for students who have an artistic spirit, interested in art and loves beauty and harmony. However, not all students have an interest in art, in the learning context of course many people don't like to draw, don't like singing and dancing for various reasons. Many students do not feel confident in expressing their ideas and imagination, so that students have difficulty being creative and feel that art lessons are boring lessons.

As a teacher, of course I want my students to be enthusiastic in learning, especially arts and crafts lessons, My enthusiastic hope will generate interest in studying art, There is an interest in being creative and enjoying appreciating works of art. For this reason, the main thing in my opinion is to create a learning environment that invites learning by creating a learning environment that is contextual to the age and life of the students through a "learning with art" approach., “learning through art”, and “learning about art”.

The "Learning with art" activity is an effort to create an inviting environment for learning, namely choosing a learning theme that takes into account students' interests, one of them is learning about favorite animated films. I integrated my favorite animated characters as project media in the material creating color combinations and basic lines as a challenge to complete. I dig a lot into how students learn, what is his favorite, what are his hobbies and habits?, by asking during attendance. I used the results of these questions as a guide to map students' interest in their favorite animated films. The essence of the activity above is that students can learn from their favorite animated characters, namely the positive things that can be learned from the characters, behavior to be absorbed and applied in students' lives.

"Learning through art" activities in learning, I do this by exploring students' answers while telling them what film clips they still remember (literacy), communicate implicitly and explicitly how to solve the challenge (numeration), and convey what activities reflect positive discipline and the profile of Pancasila students who are assessed in that day's learning activities, such as what assessments reflect mutual cooperation in group learning, What activities reflect critical thinking attitudes in that day's learning so that students also learn to control their behavior when studying art?.

"Learning about art" activities in learning, I do this by discussing the learning objectives and indicators assessed in the work results. The goal I agreed together was for students to consciously be able to create the correct combination of basic line motifs and colors. After all the challenges are completed, students are also involved in carrying out assessments by referring to indicators so that students understand what they have learned today.

After carrying out this contextual learning, Students are starting to be open and interested in learning art, shown by enthusiasm in class to complete predetermined project challenges and punctuality in completing challenges, which means students are working seriously.. Apart from that, there are intrinsic and extrinsic things that are obtained in this contextual learning, namely the intrinsic thing is that students learn numeracy, literacy, appreciate, reflecting and of course learning material on combinations of lines and colors and the extrinsic thing that is obtained is that students feel that their needs are taken care of, feel valued and listened to his interests and pleasures.

Curator Note
[custom_field field="Note_kurator"]

Learning Contextual Art

Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary

I have carried out art learning that is contextual to students' lives because many students feel that art learning is difficult and boring. In my opinion, implementing contextual learning is by creating a learning environment that invites students to learn by integrating 3 thing ie “learn with art, learning through art and learning about art”. The result, The students were enthusiastic in learning and from the results of the reflection said that learning art was fun and did not feel like it was finished.

Good practice elaboration

Arts and culture subjects will be considered easy for students who have an artistic spirit, interested in art and loves beauty and harmony. However, not all students have an interest in art, in the learning context of course many people don't like to draw, don't like singing and dancing for various reasons. Many students do not feel confident in expressing their ideas and imagination, so that students have difficulty being creative and feel that art lessons are boring lessons.

As a teacher, of course I want my students to be enthusiastic in learning, especially arts and crafts lessons, My enthusiastic hope will generate interest in studying art, There is an interest in being creative and enjoying appreciating works of art. For this reason, the main thing in my opinion is to create a learning environment that invites learning by creating a learning environment that is contextual to the age and life of the students through a "learning with art" approach., “learning through art”, and “learning about art”.

The "Learning with art" activity is an effort to create an inviting environment for learning, namely choosing a learning theme that takes into account students' interests, one of them is learning about favorite animated films. I integrated my favorite animated characters as project media in the material creating color combinations and basic lines as a challenge to complete. I dig a lot into how students learn, what is his favorite, what are his hobbies and habits?, by asking during attendance. I used the results of these questions as a guide to map students' interest in their favorite animated films. The essence of the activity above is that students can learn from their favorite animated characters, namely the positive things that can be learned from the characters, behavior to be absorbed and applied in students' lives.

"Learning through art" activities in learning, I do this by exploring students' answers while telling them what film clips they still remember (literacy), communicate implicitly and explicitly how to solve the challenge (numeration), and convey what activities reflect positive discipline and the profile of Pancasila students who are assessed in that day's learning activities, such as what assessments reflect mutual cooperation in group learning, What activities reflect critical thinking attitudes in that day's learning so that students also learn to control their behavior when studying art?.

"Learning about art" activities in learning, I do this by discussing the learning objectives and indicators assessed in the work results. The goal I agreed together was for students to consciously be able to create the correct combination of basic line motifs and colors. After all the challenges are completed, students are also involved in carrying out assessments by referring to indicators so that students understand what they have learned today.

After carrying out this contextual learning, Students are starting to be open and interested in learning art, shown by enthusiasm in class to complete predetermined project challenges and punctuality in completing challenges, which means students are working seriously.. Apart from that, there are intrinsic and extrinsic things that are obtained in this contextual learning, namely the intrinsic thing is that students learn numeracy, literacy, appreciate, reflecting and of course learning material on combinations of lines and colors and the extrinsic thing that is obtained is that students feel that their needs are taken care of, feel valued and listened to his interests and pleasures.

Curator Note
[custom_field field="Note_kurator"]

Learning Contextual Art

Good practice before revised

[Revision_teru]

Good practice elaboration

Arts and culture subjects will be considered easy for students who have an artistic spirit, interested in art and loves beauty and harmony. However, not all students have an interest in art, in the learning context of course many people don't like to draw, don't like singing and dancing for various reasons. Many students do not feel confident in expressing their ideas and imagination, so that students have difficulty being creative and feel that art lessons are boring lessons.

As a teacher, of course I want my students to be enthusiastic in learning, especially arts and crafts lessons, My enthusiastic hope will generate interest in studying art, There is an interest in being creative and enjoying appreciating works of art. For this reason, the main thing in my opinion is to create a learning environment that invites learning by creating a learning environment that is contextual to the age and life of the students through a "learning with art" approach., “learning through art”, and “learning about art”.

The "Learning with art" activity is an effort to create an inviting environment for learning, namely choosing a learning theme that takes into account students' interests, one of them is learning about favorite animated films. I integrated my favorite animated characters as project media in the material creating color combinations and basic lines as a challenge to complete. I dig a lot into how students learn, what is his favorite, what are his hobbies and habits?, by asking during attendance. I used the results of these questions as a guide to map students' interest in their favorite animated films. The essence of the activity above is that students can learn from their favorite animated characters, namely the positive things that can be learned from the characters, behavior to be absorbed and applied in students' lives.

"Learning through art" activities in learning, I do this by exploring students' answers while telling them what film clips they still remember (literacy), communicate implicitly and explicitly how to solve the challenge (numeration), and convey what activities reflect positive discipline and the profile of Pancasila students who are assessed in that day's learning activities, such as what assessments reflect mutual cooperation in group learning, What activities reflect critical thinking attitudes in that day's learning so that students also learn to control their behavior when studying art?.

"Learning about art" activities in learning, I do this by discussing the learning objectives and indicators assessed in the work results. The goal I agreed together was for students to consciously be able to create the correct combination of basic line motifs and colors. After all the challenges are completed, students are also involved in carrying out assessments by referring to indicators so that students understand what they have learned today.

After carrying out this contextual learning, Students are starting to be open and interested in learning art, shown by enthusiasm in class to complete predetermined project challenges and punctuality in completing challenges, which means students are working seriously.. Apart from that, there are intrinsic and extrinsic things that are obtained in this contextual learning, namely the intrinsic thing is that students learn numeracy, literacy, appreciate, reflecting and of course learning material on combinations of lines and colors and the extrinsic thing that is obtained is that students feel that their needs are taken care of, feel valued and listened to his interests and pleasures.

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