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An approach to enhance critical thinking and problem solving skills of mentally retarded children through a broad-based art education approach.

机译：通过广泛的艺术教育方法来增强智障儿童的批判性思维和解决问题的能力的方法。

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摘要

Statement of the problem. The critical thinking and problem solving skills of high school level trainable mentally retarded students can be significantly affected by the use of a broad based approach to art instruction. A successful curriculum for art for special education can therefore be derived from this type of teaching strategy.;The study. The study was initiated to show the effects of a broad based approach to art education for mentally retarded students. The project also measured the development of critical thinking and problem solving skills in the students. The final goal of the study was to develop curriculum guidelines and successful teaching methodologies for art for special education.;The students in a trainable mentally retarded class were exposed to art experiences involving the study of sculpture, portraiture, pop art, and clay. Through the individual units the students had experiences in studio production as well as art criticism, aesthetics, and art history. These experiences were designed to give the students the opportunities to explore these aspects of art as well as presenting opportunities to develop problem solving and critical thinking skills.;Methods and procedures. This study occurred during a period of 15 weeks. The students participated in one 45 minute art class per week. The art classes were conducted in an art room away from the students self-contained classroom.;The units were developed using a standard lesson plan format which included objectives, strategies, materials, and evaluation. All of the objectives were directed to meet the requirements of a balanced discipline based art education. These goals included measurable objectives in art studio, aesthetics, art criticism, and art history.;In most cases the lessons were developed into units of three lessons each. These lessons began very structured and progressed through a less structured format as the unit concludes. In the first lesson, critical thinking and problem solving skills were spelled out for the student. During the second lesson these skills are addressed loosely. During the final lesson of the unit, choices of solving the problem were completely up to the student.;Data for this research was collected by using several formats. Data was collected on audio tapes, slides, and by using three data collection forms created especially for the study. These forms were used by the researcher and by an outside observer.;After the data was collected it was compiled for analysis. The analysis was intended to find similarities, differences, and behavioral changes in the students during the study. The analysis included searching for concrete evidence of the effects of a broad based art education and the Improvement of independent critical thinking and problem solving skills.;Summary of the findings. Conclusions in this study were drawn based on the collected data and the definite pattern of behaviors, modifications of behaviors, and the development of verbal and visual skills, the data shows that these behaviors are not conclusive but strongly suggest definite positive results. In most cases critical thinking and problem solving skills were enhanced. Verbal and visual skills were improved. The students were able to become more expressive and independent in the art classroom.;This study demonstrated that a broad based approach to art education with emphasis on critical thinking and problem solving skills can improve the art experience for mentally retarded individuals. A secondary benefit of the program was an improvement of cognitive skills in areas other than art. This study demonstrates that the mentally retarded can become more careful observers, cleared thinkers, and more visually aware human beings.
机译：问题陈述。高中水平的弱智学生的批判性思维和解决问题的能力会因使用广泛的艺术指导方法而受到很大影响。因此，可以从这种教学策略中获得成功的特殊教育艺术课程。这项研究的开始是为了展示对智障学生进行广泛的艺术教育的效果。该项目还评估了学生批判性思维和解决问题能力的发展。这项研究的最终目的是为特殊教育艺术制定课程指南和成功的教学方法。可培训的智障班的学生将接触到有关雕塑，肖像画，波普艺术和黏土的艺术经验。通过各个单元，学生们在工作室制作以及艺术评论，美学和艺术历史方面都有经验。这些经验旨在为学生提供探索艺术这些方面的机会，并为他们提供发展解决问题和批判性思维技能的机会。方法和步骤。这项研究持续了15周。这些学生每周参加一次45分钟的美术课。美术课是在远离学生设备齐全的教室的美术室中进行的；这些单元是使用标准的教案计划格式开发的，其中包括目标，策略，材料和评估。所有目标均旨在满足基于平衡学科的艺术教育的要求。这些目标包括艺术工作室，美学，艺术评论和艺术历史中的可衡量目标。在大多数情况下，这些课程被发展为每个单元包含三个课程的单元。这些课程的开始非常有条理，并随着本单元的总结逐渐发展为结构化形式。在第一堂课中，学生阐述了批判性思维和解决问题的能力。在第二节课中，这些技能将被轻松地解决。在该单元的最后一课中，解决问题的选择完全取决于学生。;本研究的数据是通过几种格式收集的。在录音带，幻灯片上并通过使用为该研究特别创建的三种数据收集表格来收集数据。研究人员和外部观察员都使用了这些表格。收集数据后，将其编译以供分析。该分析旨在查找研究期间学生的异同，差异和行为变化。分析包括寻找广泛基础艺术教育效果的具体证据以及独立批判性思维和问题解决能力的提高。本研究的结论是基于收集的数据以及行为的确定模式，行为的改变以及语言和视觉技能的发展得出的，这些数据表明这些行为不是结论性的，但强烈暗示了肯定的积极结果。在大多数情况下，提高了批判性思维和解决问题的能力。语言和视觉技能得到了改善。学生们能够在艺术课堂上变得更加富有表现力和独立性。；本研究表明，以批判性思维和解决问题的能力为基础的广泛的艺术教育方法可以改善智障人士的艺术体验。该计划的第二个好处是提高了艺术以外领域的认知能力。这项研究表明，弱智人士可以成为更细心的观察者，思想清晰的思想者和更具视觉意识的人类。

著录项

  • 作者

    Kelchner, Thomas Allen.;

  • 作者单位

    Kutztown University of Pennsylvania.;

  • 授予单位 Kutztown University of Pennsylvania.;
  • 学科 Art education.;Special education.
  • 学位 M.Ed.
  • 年度 1989
  • 页码 91 p.
  • 总页数 91
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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