scholarly journals Student Views on the 4MAT Teaching Model Application in the Two Dimensional Art Studio Classes in the Fine Arts High School

2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Handan Bülbül ◽  
Vedat Özsoy
Keyword(s):  
High School ◽  
Fine Arts ◽  
Teaching Model ◽  
Two Dimensional ◽  
Model Application ◽  
Student Views

scholarly journals The Art Education Drawing on Configuration of Art Education: Philosophy Perspective

2020 ◽  
Vol 8 ◽  
pp. 64-70
Author(s):  
Sunarto ◽  
Irfanda Rizki Harmono Sejati
Keyword(s):  
Art Education ◽  
Fine Arts ◽  
Two Dimensional ◽  
Education Philosophy ◽  
Perspective Drawing

This article discusses about drawing on configuration of art education, a philosophy perspective. Drawing is discussed philosophically which is based on: ontology, epistemology, and axiology. Drawing is a work of fine arts. Drawing can be defined as a picture or diagram which is drowned by using pencil, pen or painting crayon, especially a monochrome picture. From philosophical side, drawing has a “truth”. Drawing that comes pure from mind represent a shape of two dimensional look. Education; drawing will form honesty (Logico Aestheticus) and truth (Logico Mathematicus). Ontologically (intrinsic substance), drawing actually is observing a shape detail and will relate to thought from science perspective and other knowledge towards object observation.  

scholarly journals Membekali Keterampilan Guru Seni Budaya SMPN 25 Dan SMPN 7 Padang Dalam Pembelajaran Kerajinan Tapestri

2018 ◽  
Author(s):  
Ariusmedi ◽  
Erfahmi ◽  
maltha kharisma
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Fine Arts ◽  
Skill Learning ◽  
School Level ◽  
High School Level ◽  
Junior High School Teachers ◽  
Class Viii ◽  
Skills Learning

The professionalism of a teacher is to be able to demonstrate his performance in performing the task of educational profession characterized by the satisfaction of academic competence of education and mastery of substance competence and I or field of study according to the field of his I her knowledge. One example is a teacher of Cultural Art who is not only a professional in thefield of art but must master the substance of the field of skill. This assumption is based on competency standards that should be taught by art teacher of culture especially skill learning that is ( I .I) "Appreciate and Make Tapestridi Class VIII Craft at junior high school level (SMP) level. However, the reality is that most teachers do not teach skills learning. That is, the demands of competency standards are not working properly. Based on the findings in one junior high school in Padang, that the cause of this problem is because the teachers more dominate the art of learning (Appreciation and Expression).Concerns about teachers' inadequacies in this skill learning process require teachers to attend education and training I workshops. Therefore, it was agreed that the priority of the teacher problem to be solved was to hold "Teachings of Fine Arts, especially on Tapestri Skill Learning". Teachers to be trained are teachers of SMP (Art Culture) in Padang City as many as JO people . It is expected that after this training they can I ) have knowledge of tapestry material as a skill learning in junior high, 2) create at least one tapestry based on learned process, and 3) implement it in skill learning in class.After attending the training I training, the results are obtained, SMP Junior High School Artistic Junior High School teachers in Padang: I ) already have knowledge about tapestry craft based on competency standard in class VIII SMP, 2) can create one tapestry work based on technique and steps that have been studied

scholarly journals IMPROVING MATHEMATICS COMMUNICATION CAPABILITIES THROUGH DIRECT TEACHING MODELS WITH PROBLEM POSING APPROACHES

2019 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
Ediaman A.R
Keyword(s):  
High School ◽  
Learning Process ◽  
Problem Posing ◽  
Average Score ◽  
Teaching Model ◽  
Public High School ◽  
Mathematical Communication ◽  
Teaching Models ◽  
Asking Questions ◽  
Direct Teaching

This study aims to improve students' Mathematical Communication Ability through a direct teaching model using the Problem Posing approach. The indicators used are (1) the ability to present mathematical statements in writing through symbols and images, (2) the ability to manipulate mathematics, and (3) the ability to draw conclusions from mathematical statements. The type of research chosen was classroom action research which was conducted in two cycles, the subjects in this study were 26 students of class XII IPA 2 in Sinjai State Senior High School as many as 26 people. The results showed that (1) the average score of mathematical communication skills of students of class XII IPA 2 of Sinjai Public High School 4 after being taught using the direct teaching model and the problem posing approach were in the high category. (2) the activities carried out by students increase especially activities in terms of asking questions from the situation given by the teacher, communicating questions that are asked by other students in writing, and expressing opinions on the teacher and other students, (3) Teacher activities in the learning process well, (4) In general students give a positive response to the problem posing learning approach, as an application of the results of this study it is suggested that in the learning process the teacher should use a direct teaching model with a problem posing approach to improve student communicationIMPROVING MATHEMATICS COMMUNICATION CAPABILITIESTHROUGH DIRECT TEACHING MODELS WITH PROBLEM POSING APPROACHES

Matsumoto, Shunsuke (松本竣介, 1912–1949)

2018 ◽  
Author(s):  
Takuya Tsunoda
Keyword(s):  
High School ◽  
Fine Arts ◽  
Urban Landscapes ◽  
Pacific War ◽  
Oil Painting ◽  
Avant Garde ◽  
The Pacific ◽  
Literary Arts ◽  
Spinal Meningitis ◽  
Professional Artist

Matsumoto Shunsuke was an oil painter and essayist active in the years up to and through the Pacific War. His best-known paintings, most of which feature figures in urban landscapes, include several self-portraits such as Standing Figure (1942). Matsumoto contracted spinal meningitis at the age of eleven, which eventually led to the loss of his hearing, an event that steered him towards the career of professional artist, and encouraged him to become immersed in reading and the literary arts. Later, it also rendered him ineligible for the draft. At seventeen he dropped out of high school and moved to Tokyo, where he studied oil painting at the Pacific School of Fine Arts (Taiheiyô Bijutsu Gakkô) for three years. In 1935 he became a member of the avant-garde NOVA Art Society, the first of several exhibition collective and artist groups in which he would participate. Other groups including the Nikakai, the Nine-Room Society (Kyûshitsukai), and the Newcomers Painting Society (Shinjin Gakai). Like Ai Mitsu, Asô Saburô, and others with whom he associated, Matsumoto expanded his style to accommodate expanded Japanese interest in Abstraction and Surrealism during the 1930s, but he largely retained his interest in painting intimate portraits, set in non-idealized cityscapes, throughout his career.

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