Exploring an effective teaching strategy for Hong Kong visual art appreciation and criticism education: A case study

Cho Shan CHEUNG

Research output: Other contributionHonours Projects (HP)

Abstract

Since the implementation of the Hong Kong New Senior Secondary (NSS) Curriculum, the inclusion of art appreciation and criticism has become a compulsory component in the public examination and an important integral learning strand, as the artmaking in the Visual Arts curriculum. Besides, Castrodale’s recent study (2014) also revealed student's low abilities in art interpretation due to the image glut. These show a necessity to develop student's critical responses to visual arts. However, the current practice of teaching and assessment in school fails to foster students to interpret the artworks from various perspectives with enjoyment, in which teacher's incompetence is the major factor (Tam, 2013; Wahid, Bahrum, Ibrahim, & Hashim, 2017). Moreover, there is only a few research, that is based on the Hong Kong mainstream school to find out what elements are beneficial for art appreciation and criticism teaching. Therefore, this research is expected to explore an effective strategies for Hong Kong visual art appreciation and criticism education. Ultimately, it is hoped to be used as a useful reference for local teachers in teaching and improve art appreciation and criticism education quality in Hong Kong school.

In this research, qualitative research was the major methodology. It is expected to identify the elements that help students to learn productively and perform better in art appreciation and criticism. Through the classroom observations and semi-structured interviews with teacher and F.5 students from a local school; this research collected in depth responses from the participants. The findings show that although the teacher did not apply diverse art appreciation and criticism models or link the appreciation process with artmaking, students could still have positive responses and performance in the lessons. The three features teacher has applied to teaching (i.e., continuous effort of practicing appropriate teaching method based on student’s ability, reserving abundant time for student-centered activities, and constructing a positive learning environment ) are the key factors leading to student's success in the lessons. This implies that a continuous effort of practicing appropriate teaching methods based on student’s ability, reserving abundant time for student-centered activities, and constructing a positive learning environment is relatively important to enhance the teaching effectiveness. Nevertheless, it is worth noting that the purpose of applying various criticism models and linking the appreciation process with creation will enable the artmaking become meaningful. It is expected that this thesis can be a useful reference for Hong Kong visual art teachers to teach art appreciation and criticism and enhance the quality of teaching.
Original languageEnglish
Publication statusPublished - 2021

Keywords

  • Art appreciation and criticism education
  • Teaching effectiveness
  • Hong Kong senior secondary school
  • Honours Project (HP)
  • Bachelor of Arts (Honours) in Creative Arts and Culture and Bachelor of Education (Honours) (Visual Arts) (Five-year Full-time)
  • Programme code: A5B081
  • Course code: ART4216

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