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Journal articles on the topic 'Arts learning evaluation'
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Edelenbos, Jurian, and Arwin van Buuren. "The Learning Evaluation." Evaluation Review 29, no. 6 (2005): 591–612. http://dx.doi.org/10.1177/0193841x05276126.
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Nevin, Mary Lou. "A Language Arts Approach to Mathematics." Arithmetic Teacher 40, no. 3 (1992): 142–46. http://dx.doi.org/10.5951/at.40.3.0142.
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Mathematics involves more than just com- putational skills. Mathematics includes reasoning, thinking, communicating, and solvingproblems. It involves skills that children have experienced during their preschool years. Preschool children are actively involved in their own learning and through informal learning activitie have experienced some of the processe expresed as verb and listed in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) a important for student to be able to communicate mathematically—explore, represent. solve, construct, discuss, use, investigate, describe, develop and predict.
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Park, Ji Yong. "Design Education Online: Learning Delivery and Evaluation." International Journal of Art & Design Education 30, no. 2 (2011): 176–87. http://dx.doi.org/10.1111/j.1476-8070.2011.01689.x.
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Hansen, Dee, and Leslie A. Imse. "Student-Centered Classrooms." Music Educators Journal 103, no. 2 (2016): 20–26. http://dx.doi.org/10.1177/0027432116671785.
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Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered instructional approaches in the music classroom. These are classrooms facilitated rather than directed by the teacher in which students regularly communicate, collaborate, self-reflect, problem solve, and peer-evaluate about their learning. The authors trace the influence of three important initiatives that, among others, contributed to the implementation of student-centered learning in music classrooms: Arts PROPEL, Comprehensive Musicianship, and 21st Century Skills. The article also explores relationships between these entities, the National Music Standards, and teacher evaluation and provides an innovative model of teacher evaluation.
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Dong, Hui Fang. "Building the AHP-Based Teaching Ability System for Martial Arts Teachers in Institutions of Higher Learning." Advanced Materials Research 187 (February 2011): 29–32. http://dx.doi.org/10.4028/www.scientific.net/amr.187.29.
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This study builds with AHP (Analytic Hierarchy Process) the teaching ability system for martial arts teachers in institutions of higher learning, which falls into four layers: destination layer, criteria layer, feature layer and index layer. The destination layer refers to the teaching abilities of martial arts teachers; the criteria layer consists of two criterions, which are professional practice ability and teaching ability; the feature layer is made up of seven features, including martial arts skills, martial arts organization and judgment, martial arts culture, martial arts graph recognition and routine design, basic quality, basic skill and teaching organization; and the index layer consists of 19 indexes, which are self-defense skills, routine exercise skills, offensive and defensive skills, martial arts organization, martial arts judgment, schools of martial arts, martial arts culture, martial arts graph recognition, martial arts routine design, professional ethics, teamwork, humanistic quality, language expression, student management, teaching research, course design, teaching practice, teaching evaluation and teaching guide. The results show that the top five impact factors for the teaching ability of martial arts teachers in institutions of higher learning are course design, routine exercise skills, teaching practice, teaching research and martial arts routine design.
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Osman, Magda, Bella Eacott, and Suzy Willson. "Arts-based interventions in healthcare education." Medical Humanities 44, no. 1 (2017): 28–33. http://dx.doi.org/10.1136/medhum-2017-011233.
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Healthcare education institutions are increasingly including arts-based interventions in their programmes. We analysed 62 studies of arts-based interventions to understand how these interventions may be beneficial, and why providing evidence continues to be a challenge for the field.Our analysis highlighted two issues. We found that 79% of the included studies reported that their interventions were successful, but without always defining this success or how it was measured. This lack of clarity was apparent in descriptions of both what arts-based interventions aimed to do, and in descriptions of how they might do this. We also found that only 34% of studies involved a collaboration with artists or arts educators, raising questions over who had the necessary experience and specialism in the arts to design and deliver such interventions.Our analysis revealed that arts-based interventions are failing to acknowledge, and subsequently capture through assessment, the process of learning in the moment. This is particularly important because arts-based pedagogies typically use embodied, practical, physical methods, in which what is being learnt cannot be separated from the process of learning. Involving artists and arts educators throughout the process of designing and delivering these interventions may help to bring clarity over what arts-based interventions are aiming to do and how they may do this, and ensure that appropriate evaluation methods are used. We suggest that close observation with feedback, and the use of reflective portfolios are two ways of assessing the process of learning in arts-based interventions.
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Li, Shisen, Shenglu Huo, and Wei Ke. "Intelligent Decision-Making System for Martial Arts Competition Using Deep Learning." Mobile Information Systems 2021 (May 20, 2021): 1–8. http://dx.doi.org/10.1155/2021/9920751.
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In the field of martial arts, athletes can win the initiative in the competition if they can correctly and timely acquire the field knowledge, evaluate the situation efficiently, and formulate a suitable strategy. In this paper, we use fuzzy mathematics, mathematical statistics, and artificial intelligence learning algorithms to carry out systematic and in-depth research on the selection of Wushu competition scene decision-making. The fuzzy mathematics theory is combined with the intelligent design theory for decision-making based on a multiagent, case-based reasoning selection, and adaptability evaluation analysis. The Wushu competition scene decision system is constructed based on artificial intelligence learning algorithms. Our approach outperforms the existing approaches in terms of accuracy, sensitivity, specificity, and Matthew’s correlation coefficient (MCC). The results of our proposed model can be anticipated to have the potential for better flexibility and scalability in martial arts competition.
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Hodgson, Murray, and Jorge Garcia Moreno. "Acoustical evaluation of nonclassroom university learning spaces." Journal of the Acoustical Society of America 123, no. 5 (2008): 3918. http://dx.doi.org/10.1121/1.2935939.
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Ross, John A., Carol Rolheiser, and Anne Hogaboam‐Gray. "Student Evaluation in Co‐operative Learning: teacher cognitions." Teachers and Teaching 4, no. 2 (1998): 299–316. http://dx.doi.org/10.1080/1354060980040207.
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B Al-Juda, Mefleh Qublan. "Distance Learning Students’ Evaluation of E-Learning System in University of Tabuk, Saudi Arabia." Journal of Education and Learning 6, no. 4 (2017): 324. http://dx.doi.org/10.5539/jel.v6n4p324.
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This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students’ attitudes towards e-learning. The study uses convenience sampling in which students of the Education & Arts and Business Administration colleges were e-mailed the survey. Of the distributed questionnaires, 500 completed were received and analysed. The findings revealed that the majority of the sampled participants used and benefited from the e-learning system. The results also indicated that students underwent an adequate training program provided by the University on the use of e-learning. Furthermore, the results disclosed that participants reasonably received technical support when they used electronic cards on e-learning web portals. In addition, regression analysis found that only recorded lectures help to compensate for the virtual class, manuals, instructions and guidelines published at web portals, and the easiness of e-learning system provided by the University were statistically significant with the positive attitude towards the e-learning system. The findings provided a preliminary framework for future studies on e-learning systems across Saudi universities. The findings also suggest administrators, researchers, decision makers, and policy makers should properly plan, design, implement, and promote e-learning with a clear vision in Saudi Arabia.
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Salomäki, Ulla, Inkeri Ruokonen, and Heikki Ruismäki. "Educators' Professional and Personal Growth: A Case Study of European Teachers' In-Service Training Courses." Journal of Teacher Education for Sustainability 14, no. 1 (2012): 20–29. http://dx.doi.org/10.2478/v10099-012-0002-z.
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Educators' Professional and Personal Growth: A Case Study of European Teachers' In-Service Training CoursesIn this paper, we consider the development of teachers' emotional skills by using arts and skills. In the theoretical background, we focus on the modern theories of motivation, learning and school culture and on cultural theories (Sapher & King, 1985) of school environments and views of learning. The main problem is to determine which skills the teachers can achieve during intensive training of emotional skills and arts. In the paper, we have used the course evaluations and post-evaluation material from one of the Comenius courses held in Cyprus in October 2008. The findings show that, in spite of the school culture, all the methods for teaching emotional skills can also be used for the personal and professional growth of teachers. Teachers' well-being and a positive school environment are essential in sustainable development and education.
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Meidasari, Venny Eka. "THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE." Indonesian EFL Journal 1, no. 2 (2017): 224. http://dx.doi.org/10.25134/ieflj.v1i2.629.
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This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners� progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner�s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners� needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum
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Takahashi, S. Glover, S. Verma, L. Muharuma, and R. Zulla. "6. CanMEDSification: The role of postgraduate medicine office in supporting the learning and teaching of CanMEDs Roles." Clinical & Investigative Medicine 30, no. 4 (2007): 30. http://dx.doi.org/10.25011/cim.v30i4.2766.
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The Postgraduate Medical Education Office at the University of Toronto has implemented a range of faculty development initiatives targeted at supporting the full implementation of CanMEDS roles and competencies in the day to day learning, teaching and evaluation of residents across the highly distributed postgraduate medicine training programs. In October 2005, the Royal College of Physicians and Surgeons of Canada (RCPSC) released a revised version of the CanMEDS roles. In June 2006, the RCPSC accreditation standards for postgraduate medicine changed some standards which result in an increased expectation of implementation of the CanMEDS roles in teaching and evaluation of residency programs. 
 From 2005 to 2007, there have been numerous initiatives by the Postgraduate Medical Education Office to support the understanding and implementation of the CanMEDS roles into the learning, evaluation and outcomes of postgraduate training at the University of Toronto. The PGME Office supported the ‘CanMEDSification’ or integration of the CanMEDS framework by: 1) Supporting the development of teacher/faculty teaching and evaluation resources; 2) Providing faculty development in the understanding of these competencies; 3) Providing explicit program feedback through the Internal Review process
 The CanMEDS roles have been widely integrated into teaching and evaluation at the University of Toronto. The high attendance rates at workshops and positive workshop evaluations indicate the value of centralized faculty development initiatives and also indicate an increasing confidence in using CanMEDS. The workshop evaluations also indicate a need for additional faculty development in evaluating the non Medical Expert roles. 
 Shorter E. Oxford English Dictionary (5th ed.). Oxford, UK: Oxford University Press, 2002.
 Harris, IB. Deliberative inquiry: The arts of planning. in E.C. Short (ed.), Forms of curriculum inquiry. Albany: State University of New York Press, 1991; 285-307.
 Harris, IB. New expectations for professional competence. In L. Curry & J. F. Wergin (Eds.), Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass, 1993; 17-52.
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Karimnia, Amin, and Fatemeh Mohammad Jafari. "Critical ESP Textbook Evaluation: The Case of Visual Arts Textbook." Sustainable Multilingualism 11, no. 1 (2017): 219–36. http://dx.doi.org/10.1515/sm-2017-0020.
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Summary Since textbooks are one of the integral components of the learning process, their evaluation is important to improve their correspondence to the learners’ needs and goals. Particularly, in societies in which English is used as a foreign language, ESP textbooks play a crucial role in developing students’ skills of English in job-related situations. The present paper discusses the quality of ESP textbooks by performing a case study of an English for Specific Purposes (ESP) textbook “English for the students of Visual Arts (Painting, Graphics, & Sculpture)” developed and published by SAMT as the pioneer in developing ESP textbooks in Iranian academic setting. The study tries to investigate the overall suitability and pedagogical value of the ESP textbook and the features which make it distinguishable among its global counterparts. The study was carried out by drawing on a model proposed by McDonough and Shaw (2003), with an intention to evaluate the present quality of the Visual Arts ESP textbook critically. Both visual and content-based aspects of the book were thoroughly evaluated to identify their general pedagogical value by using the method of qualitative descriptive analysis. In that way, the Visual Arts textbook was analysed on the basis of the framework and guidelines suggested in the available checklist. In addition, semi structured interviews with graduate students, English instructors, subjectspecific instructors, and experts in Visual Arts Courses such as Painting were performed to clarify their opinions about the need for ESP and to analyze their perceptions of English language in general and English for special purposes in particular. The findings of the present study have revealed that there is a fundamental necessity for revision and development of future ESP textbooks in Iranian context. Moreover, the findings imply that traditional materials and frameworks are not responsive to students’ needs and genre knowledge in majors of the Visual Arts.
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Min, Jason, Kimberley MacNeil, Filip Zekic, and Larry Leung. "Assessing Indigenous Cultural Safety Learning using Modified Reflexive Visual Arts." INNOVATIONS in pharmacy 12, no. 3 (2021): 9. http://dx.doi.org/10.24926/iip.v12i3.3692.
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Objective: Assessing Indigenous cultural safety learning in pharmacy students using modified reflexive visual arts Innovation: Traditional quantitative assessment methods are often ineffective and impractical for the evaluation of Indigenous cultural safety learning. Existing qualitative assessment methods have shown potential in small-class and experiential environments, but evidence to guide the scalability and use in a large lecture format is sparse. An innovative, visual arts-based qualitative assessment of cultural safety learning was developed and deployed to 223 first-year pharmacy students. The assessment was deployed in a pre- and post-term style in a foundational pharmacy module that included content on Indigenous health and cultural safety. The pre-term assessment included two activities for students: 1) a visual art self-reflection requiring students to use any visual art medium to depict what they think it means to practice as a pharmacist with cultural safety, accompanied by a brief written description and (2) an in-class session with a brief lecture component, small and large group sharing of reflections, debrief of experiences, and student peer review of the visual reflections. The post-term portion included a similar self-reflection activity and an in-class session that now asked students in their small groups to: 1) compare their pre/post reflections, and 2) collectively create a new summative visual that depicts the entire group’s thoughts. Surveys and a focus group were used as an additional source of data. Critical Analysis: Survey responses (n=215) indicated that feedback for the assessment was highly positive, with 77% of students recommending the activity for future first-year pharmacy students. Students also validated the utility of the assessment, with 70% strongly or somewhat agreeing that the activity was valuable for their learning, 80% strongly or somewhat agreeing that the activity stimulated their thinking, and 81% strongly or somewhat agreeing the activity accurately reflected their true feelings on practicing cross-culturally.
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Bin Mubayrik, Haifa F. "New Trends in Formative-Summative Evaluations for Adult Education." SAGE Open 10, no. 3 (2020): 215824402094100. http://dx.doi.org/10.1177/2158244020941006.
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The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.
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Tataroglu, Eylem. "Evaluation of visual arts lesson gains according to the learning steps of cognitive, affective psychomotor areas." European Journal of Educational Research 1, no. 2 (2012): 65–83. http://dx.doi.org/10.12973/eu-jer.1.2.65.
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Raharja, Jien Tirta, and Trie Hartiti Retnowati. "EVALUASI PELAKSANAAN PEMBELAJARAN SENI BUDAYA SMA DI KABUPATEN LOMBOK TIMUR, NTB." Jurnal Penelitian dan Evaluasi Pendidikan 17, no. 2 (2013): 287–303. http://dx.doi.org/10.21831/pep.v17i2.1701.
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Tujuan penelitian ini adalah mendeskripsikan pelaksanaan pembelajaran Seni Budaya di SMA Kabu-paten Lombok Timur. Pelaksanaan pembelajaran Seni Budaya dideskripsikan sesuai Permendiknas No.41 Tahun 2007, yang meliputi empat komponen, yaitu perencanaan, pelaksanaan, penilaian, dan pengawasan proses pembelajaran. Penelitian ini merupakan penelitian evaluasi dengan pendekatan kuantitatif deskriptif menggunakan Model Evaluasi Kesenjangan terdiri dari tiga tahap yaitu tahap telaah standar, tahap deskripsi penampakan di lapangan, dan tahap komparasi penampakan dengan standar yang ditetapkan. Sampel penelitian terdiri dari 5 sekolah negeri dan 3 sekolah swasta di Kabupaten Lombok Timur, dengan jumlah responden 256 orang, terdiri atas 8 guru Seni Budaya, 8 Kepala Sekolah, dan 240 siswa. Pengumpulan data menggunakan teknik observasi, angket, dan analisis dokumen. Instrumen pengumpulan data terdiri dari lembar observasi, angket, dan lembar dokumentasi. Validasi instrumen dilakukan dengan metode Expert Judgement, dan uji reliabilitas instrumen angket menggunakan estimasi Alpha Cronbach dengan koefisien sebesar 0,725. Data yang terkumpul dianalisis dengan teknik deskriptif kuantitatif. Kesimpulan hasil penelitian ini sebagai berikut. (1) Perencanaan proses pembelajaran kurang baik; (2) Pelaksanaan proses pembelajaran kurang baik; (3) Penilaian proses pembelajaran cukup baik; (4) Pengawasan proses pembelajaran kurang baik; (5) Secara keseluruhan, ada kesenjangan antara pelaksanaan proses pembelajaran Seni Budaya SMA di Kabupaten Lombok Timur dengan standar minimal Permendiknas No.41 Tahun 2007.Kata kunci: seni budaya______________________________________________________________AN EVALUATION OF CULTURAL ARTS LEARNING PROCESS AT SENIOR HIGH SCHOOLS IN LOMBOK TIMUR REGENCY, NTB Abstract This study aims at describing the Cultural Arts learning at senior high schools in East Lombok district. The Cultural Arts learning was described based on the Decree of Minister of National Education No. 41 of 2007, which involves four components, i.e. planning, implementation, assessment, and supervision of the learning process. The study was an evaluation research using a quantitative descriptive approach. The evaluation model used in this research was discrepancy evaluation model with three phases: standard analysis, description of the actual performances in the field, and comparison between the actual performances and the established standards. The samples were 5 public and 3 private schools in East Lombok Regency with 256 respondents, consisting of 8 Cultural Art teachers, 8 school principals, and 240 students. The data were collected by using observation technique, questionnaire, and documentation. The data collection instruments were observation sheets, questionnaires, and documentation sheets. Validation of the instrument was conducted by using expert judgement. To test the questionnaire reliability, this study used Alpha Cronbach estimation with a coefficient of 0.725. The collected data were analyzed using quantitative descriptive techniques. The results are as follows. (1) The planning of learning is not yet maximum; (2) The learning process is not yet maximum; (3) The assessment of the learning processes is quite good; (4) The supervision of the learning process also is not yet optimal; (5) In general, there is a discrepancy between the implementation of the learning process and the minimum standards which have been set in the Decree of the Minister of National Education No.41 of 2007.Keyword: cultural arts
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Firnando, Meggi, and Harisnal Hadi. "PEMBELAJARAN MUSIK TRADISIONAL DI SMA NEGERI 1 PAINAN." Jurnal Sendratasik 10, no. 2 (2021): 49. http://dx.doi.org/10.24036/js.v10i2.112355.
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This study aims to describe the learning planning applied at SMA 1 Painan. Students' high enthusiasm for music arts lessons and the many achievements in the field of music is proof that teachers have successfully implemented learning strategies. The method used in this research is descriptive qualitative research method. The subjects of this study were music art teachers, principals and some students of SMA 1 Painan. The object of this research is the learning strategy implemented at SMA 1 Painan. Data collection techniques used in this research are observation, interview and documentation. To test the validity of data in this study used source triangulation techniques, namely comparing between data sources with each other as material for data analysis. Data analysis techniques used in this research use interactive analysis techniques. There are four components, namely: 1) data collection techniques 2) data reduction 3) data presentation and 4) conclusion drawing. Based on the results of the research obtained conclusions that some musical arts learning strategies applied in SMA 1 Painan namely, 1) learning preparation; 2) learning management; 3) use of learning media; 4) application of learning methods, models and approaches; 5) approach to motivate students; 6) evaluation of learning.
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Muthusamy, Kanesan, and Mansor Fadzil. "CRITERIA'S FOR E-LEARNING DELIVERY PLATFORM (ELDP) FOR OPRN AND DISTANCE LEARNING." Asian Association of Open Universities Journal 1, no. 1 (2005): 13–19. http://dx.doi.org/10.1108/aaouj-01-01-2005-b002.
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Open and Distance Learning (ODL) has been widely discussed by academicians and Information Technology (IT) personnel's in recent years. In an ODL system, ELearning Delivery Platform (ELDP) plays an integral part that ensures learning materials delivered to users in the most effective and efficient manner. Identifying the selection criteria's is very important and vital for a suitable ELDP system that will enhance and enrich the ODL. At the same time, evaluation formats or check-sheets can be developed using the criteria's to evaluate various ELDP providers by the ODL provider. The criteria's can also be used to help the ELDP developer or provider to develop new systems and make further improvements from time to time. This paper gives a brief summary of the criteria's to select an ELDP system for delivering education via ODL environment. The criteria's are required to satisfy the requirements for courses such as arts, social science, business, management, IT, engineering, science, and so on. It also represents the multiple perspectives of the course developer, the course learning-ware developer, the course lecturer/tutor, the course e-learning administrative staff, the technical support staff, the student and the university administration.
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Lamichhane, Sushil. "An Appraisal of Major English Courses for Bachelor's of Arts." Tribhuvan University Journal 31, no. 1-2 (2017): 215–22. http://dx.doi.org/10.3126/tuj.v31i1-2.25357.
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The purpose of this article is to identify the strong and weak aspects of the major English courses of three year Bachelor's programme under the faculty of Humanities and Social Sciences in Tribhuvan University. This article is primarily based on the library research along with the discussions carried out with the teachers of major English. The courses are appropriate and relevant as they impart the knowledge of both literature and literary theories but have holes in the system of teaching learning activities and evaluation system. This article attempts to provide some suggestions for pedagogic implications to the concerned authorities accordingly.
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Jurado, Elena, David Fonseca, Jorge Coderch, and Xavi Canaleta. "Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain." Sensors 20, no. 13 (2020): 3698. http://dx.doi.org/10.3390/s20133698.
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Robotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers.
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Hayes, Nóirín, Jacqueline Maguire, and Carmel O’Sullivan. "Professional Development in Arts Education for Early Childhood Education: A Creative Exchange Model." International Journal of Early Childhood 53, no. 2 (2021): 159–74. http://dx.doi.org/10.1007/s13158-021-00290-y.
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AbstractThis paper reports a model for professional development for early childhood arts education. The research delivered a co-mentoring programme between early years teachers and artists, which applied a process of ‘creative exchange’, in which across a period of 2 years, 12 educators and two teaching artists participated. Common principles underpinning early childhood education and arts education include recognition of the critical role of early experiences and relationships and quality learning opportunities as foundations for positive child development. Using these common principles, early childhood educators and artists worked together as equals to provide an enriched early learning environment with improved use of space and materials in an atmosphere of “unhurried time”. Themes in the evaluation of the professional outcomes for educators and artists included increased engagement with the arts; changes in pedagogy; building relationships between artists and educators; and the importance of making time for reflection and planning. The creative exchange process led to positive changes in practice and strengthened understandings, for both educators and artists, of the capabilities of young children.
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Yang, Chenglei, Lu Wang, Bing Sun, et al. "Natural Interaction Based Online Military Boxing Learning System." International Journal of Distance Education Technologies 11, no. 3 (2013): 98–108. http://dx.doi.org/10.4018/jdet.2013070107.
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Military boxing, a kind of Chinese martial arts, is widespread and health beneficial. In this paper, the authors introduce a military boxing learning system realized by 3D motion capture, Web3D and 3D interactive technologies. The interactions with the system are natural and intuitive. Users can observe and learn the details of each action of the military boxing under different views and scales by translating, rotating and zooming the 3D human body models. Smartphones also can be used as the input/output device in the system, which provides natural interactive operations by voice and sensor technologies. The evaluation test has shown that the learning effect of the system is better than via traditional video. The system can be extended to Tai-Chi, gymnastic exercises and other routines.
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Vanpaemel, Wolf, and Gert Storms. "Abstraction and model evaluation in category learning." Behavior Research Methods 42, no. 2 (2010): 421–37. http://dx.doi.org/10.3758/brm.42.2.421.
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Anderson, Peggy L., Mary E. Cronin, and Stefan Kazmierski. "WISC-R stability and re-evaluation of learning-disabled students." Journal of Clinical Psychology 45, no. 6 (1989): 941–44. http://dx.doi.org/10.1002/1097-4679(198911)45:6<941::aid-jclp2270450619>3.0.co;2-p.
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Xiao, Liqiang, Lu Wang, Hao He, and Yaohui Jin. "Copy or Rewrite: Hybrid Summarization with Hierarchical Reinforcement Learning." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (2020): 9306–13. http://dx.doi.org/10.1609/aaai.v34i05.6470.
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Jointly using the extractive and abstractive summarization methods can combine their complementary advantages, generating both informative and concise summary. Existing methods that adopt an extract-then-abstract strategy have achieved impressive results, yet they suffer from the information loss in the abstraction step because they compress all the selected sentences without distinguish. Especially when the whole sentence is summary-worthy, salient content would be lost by compression. To address this problem, we propose HySum, a hybrid framework for summarization that can flexibly switch between copying sentence and rewriting sentence according to the degree of redundancy. In this way, our approach can effectively combine the advantages of two branches of summarization, juggling informativity and conciseness. Moreover, we based on Hierarchical Reinforcement Learning, propose an end-to-end reinforcing method to bridge together the extraction module and rewriting module, which can enhance the cooperation between them. Automatic evaluation shows that our approach significantly outperforms the state-of-the-arts on the CNN/DailyMail corpus. Human evaluation also demonstrates that our generated summaries are more informative and concise than popular models.
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Boytchev, Pavel, and Svetla Boytcheva. "Gamified Evaluation in STEAM for Higher Education: A Case Study." Information 11, no. 6 (2020): 316. http://dx.doi.org/10.3390/info11060316.
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The process of converting non-game educational content and processes into game-like educational content and processes is called gamification. This article describes a gamified evaluation software for university students in Science, Technology, Engineering, the Arts and Mathematics (STEAM) courses, based on competence profiles of students and problems. The traditional learning management systems and learning tools cannot handle gamification to its full potential because of the unique requirements of gamified environments. We designed a novel gamification evaluation and assessment methodology implemented in a STEAM course through specially designed software. The results from end-user tests show a positive expectation of students’ performance and motivation. The preliminary results of over 100 students in the Fundamentals of Computer Graphics course are presented and the results of quantitative analysis are discussed. In addition we present an analysis of students’ surveys, where students expressed in free text form observations about the software.
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Hanley, Natalia, and Elena Marchetti. "Dreaming Inside: An evaluation of a creative writing program for Aboriginal and Torres Strait Islander men in prison." Australian & New Zealand Journal of Criminology 53, no. 2 (2020): 285–302. http://dx.doi.org/10.1177/0004865820905894.
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Arts-based prison programs are often viewed as hobbies or as activities that have little impact on prisoner rehabilitation according to conventional understandings of the term. This is despite growing evidence that arts-based programs can assist with learning retention and can improve self-confidence and ways of coping with emotions. Generally, arts practices have been found to assist Aboriginal and Torres Strait Islander people who have grown up or live in urban areas with asserting and strengthening their cultural identity, but we know little about the effects of arts-based prison programs on Aboriginal and Torres Strait Islander prisoner wellbeing. This article focuses on a creative writing program for Aboriginal and Torres Strait Islander prisoners at Junee Correctional Centre, New South Wales. The program, Dreaming Inside, has produced seven volumes of poetry and stories. This article combines and reports findings from two evaluations of the program, one using program feedback forms and the other using semi-structured interviews with prisoners who participated in the program. The themes that emerged from both evaluations affirm the program’s efficacy in improving prisoner self-esteem, confidence and wellbeing, and in reigniting and strengthening cultural engagement.
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Crilly, Jess, Lucy Panesar, and Zey Suka-Bill. "Co-constructing a Liberated / Decolonised Arts Curriculum." Journal of University Teaching and Learning Practice 17, no. 2 (2020): 120–35. http://dx.doi.org/10.53761/1.17.2.9.
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This article presents a case study of liberating reading lists through a staff-student collaboration in a UK arts university. It characterizes reading lists as a familiar but under researched feature of academic life and discusses their practical and symbolic role in maintaining Western / Eurocentric / White disciplinary canons, and how they inform what it means to be ‘well read’ in a discipline. The collaborative project, which was initiated as Liberate the Curriculum work, brought together students, academic staff and librarians to audit and review reading lists, and reimagine them to represent multiple narratives, reflecting the diverse and international student population of the university. The article explores the challenges of auditing reading lists and identifying more diverse resources, and the complex relationships between identity and knowledge production. The authors use Critical Race Theory to comment on the relationship between race, colonialism and the arts, and how racism is reproduced within the academic environment. The project methodology is described, with an evaluation of the project as a student staff collaboration, and the learning and impact within the institution.
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Riyanti, Menul Teguh. "MODEL DEVELOPMENT OF INSTRUCTIONAL DESIGN COMMERCIAL GRAPHICS-BASED PLANNING PROJECT IN THE FACULTY OF ARTS AND DESIGN TRISAKTI UNIVERSITY." International Journal of Research -GRANTHAALAYAH 5, no. 12 (2020): 337–47. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.511.
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The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. Dick, Carey, and Carey models of Research and Development (R and D) are applied to develop this model. The model consists of the systematic phase used to develop learning products Drafting Commercial Graphics. Results of learning products reviewed by expert instructional design, instructional material expert, and instructional media specialist. A series of formative evaluation session - a review and revision process - undertaken in developing this learning product. The result showed that the learning model Drafting Commercial Graphics implemented a project-based approach has been improving learning outcomes better than the target - the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. The results of the research and development of this model in the category of Good.
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Lausandry, Regina, and Susmiarti Susmiarti. "PERSEPSI SISWA LAKI-LAKI TERHADAP PEMBELAJARAN SENI BUDAYA (SENI TARI) DI SMP NEGERI 6 PARIAMAN." Jurnal Sendratasik 10, no. 1 (2020): 383. http://dx.doi.org/10.24036/jsu.v9i2.110571.
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This research aims to look at and describe the perception of male students towards dance learning at SMP Negeri 6 Pariaman. This type of research is qualitative research using descriptive methods. The main instruments of this study are the researchers themselves and assisted with supporting instruments such as stationery and cameras. The data type uses primary and secondary data. Data collection techniques are carried out by observation, interview and library study. The steps of analyzing data are data collection, describing data and concluding data. The results showed that in general the perception of students on less well. This can be seen from the evaluation indicators in dance art learning at SMPN 6 Pariaman in grades VII and VII 3. Based on observations and interviews there are still many things that should be improved by the school in order to improve the learning outcomes of students some of them are as follows: (1) the view of male students towards the practice of dance art is less good according to them dance activities are activities carried out by female students, they prefer cultural arts lessons in theory of music art and fine arts karen is more suitable for men , male students feel ashamed to move their bodies because shame is ridiculed by friends (2) the teacher's educational background is very influential in achieving learning goals, the monotonous way of teaching teachers makes students lack excited, bored teachers should vary the way teaching should teach according to KD.Keywords: Perception, Male Students, Cultural Arts (Dance Arts)
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Rakoczy, Katrin, Eckhard Klieme, Anika Bürgermeister, and Birgit Harks. "The Interplay Between Student Evaluation and Instruction." Zeitschrift für Psychologie / Journal of Psychology 216, no. 2 (2008): 111–24. http://dx.doi.org/10.1027/0044-3409.216.2.111.
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Teachers practices of student evaluation can be considered crucial to the implementation of embedded assessment systems. This article reports on two studies investigating these practices in detail. The first study examines teacher judgments about student achievement in terms of the grades awarded. It examines whether the grades awarded reflect two dimensions of students achievement as well as learning behavior. It also explores whether teachers grading is aligned with their instruction. In the second study, we analyze how teacher evaluation affects students subsequent learning processes. This study utilizes feedback given to students by the teacher within classroom interaction as an indicator for student evaluation, and investigates the impact of two types of feedback, evaluative and informational, on student learning and motivation. The results of Study 1 show that both the dimensions of student achievement as well as involvement were found to contribute substantially to students grades. Moreover, these contributions depended on teacher beliefs and instructional quality. The findings of Study 2 show that positive evaluative feedback in the classroom was associated with increased intrinsic motivation, whereas negative evaluative feedback was not related to motivation. Informational feedback was shown to foster motivation via emotional experience and cognitive processing. None of the feedback types examined had a significant impact on students achievement development. Finally, implications of the two studies for the implementation of embedded classroom assessment and the investigation of its effects are discussed.
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Krüger, Norbert. "Learning Object Representations Using A Priori Constraints Within ORASSYLL." Neural Computation 13, no. 2 (2001): 389–410. http://dx.doi.org/10.1162/089976601300014583.
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In this article, a biologically plausible and efficient object recognition system (called ORASSYLL) is introduced, based on a set of a priori constraints motivated by findings of developmental psychology and neuro-physiology. These constraints are concerned with the organization of the input in local and corresponding entities, the interpretation of the input by its transformation in a highly structured feature space, and the evaluation of features extracted from an image sequence by statistical evaluation criteria. In the context of the bias-variance dilemma, the functional role of a priori knowledge within ORASSYLL is discussed. In contrast to systems in which object representations are defined manually, the introduced constraints allow an autonomous learning from complex scenes.
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Feldon, David F., and Kenneth A. Yates. "Increasing validity in the evaluation of new distance learning technologies." Computers in Human Behavior 23, no. 5 (2007): 2355–66. http://dx.doi.org/10.1016/j.chb.2006.03.012.
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Bernardo, Francisco, Mick Grierson, and Rebecca Fiebrink. "User-Centred Design Actions for Lightweight Evaluation of an Interactive Machine Learning Toolkit." Journal of Science and Technology of the Arts 10, no. 2 (2018): 2. http://dx.doi.org/10.7559/citarj.v10i2.509.
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Yüksel, İsmail, and Ercüment Türkses. "Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey." International Journal of Distance Education Technologies 13, no. 1 (2015): 70–86. http://dx.doi.org/10.4018/ijdet.2015010104.
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This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and one-way analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students' critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students.
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Bell, David A. "Evaluation Influence: The Evaluation Event and Capital Flow in International Development." Evaluation Review 41, no. 6 (2017): 568–92. http://dx.doi.org/10.1177/0193841x17740028.
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Background: Assessing program effectiveness in human development is central to informing foreign aid policy-making and organizational learning. Foreign aid effectiveness discussions have increasingly given attention to the devaluing effects of aid flow volatility. This study reveals that the external evaluation event influences actor behavior, serving as a volatility-constraining tool. Method: A case study of a multidonor aid development mechanism served examining the influence of an evaluation event when considering anticipatory effects. The qualitative component used text and focus group data combined with individual interview data (organizations n = 10, including 26 individuals). Quantitative data included financial information on all 75 capital investments. The integrated theory of influence and model of alternative mechanisms used these components to identify the linkage between the evaluation event and capital flow volatility. Results: Aid approved in the year of the midterm evaluation was disbursed by the mechanism with low capital volatility. Anticipating the evaluation event influenced behavior resulting in an empirical record that program outcomes were enhanced and the mechanism was an improved organization. Implications: Formative evaluations in a development program can trigger activity as an interim process. That activity provides for a more robust assessment of ultimate consequence of interest. Anticipating an evaluation can stimulate donor reality testing. The findings inform and strengthen future research on the influence of anticipating an evaluation. Closely examining activities before, during, and shortly after the evaluation event can aid development of other systematic methods to improve understanding this phenomenon, as well as improve donor effectiveness strategies.
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Al-Shanawani, Hania M. "Evaluation of Self-Learning Curriculum for Kindergarten Using Stufflebeam’s CIPP Model." SAGE Open 9, no. 1 (2019): 215824401882238. http://dx.doi.org/10.1177/2158244018822380.
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This study sought to evaluate the self-learning curricula of a kindergarten in Saudi Arabia by applying the context, input, process, product (CIPP) model. To this end, the study utilized a mixed-method design, where teachers ( N = 420) had been randomly selected and surveyed, and school inspectors ( N = 15) had been interviewed. Furthermore, a content analysis had been carried out to analyze the curricula content based on CIPP model construction. Findings revealed that the objectives of the curricula were moderately correlated to the context. The input, process, and product also moderately contributed to the educational needs and to the Saudi community. However, the curricula failed to meet the kindergarten students’ needs and community in providing multiple sources of knowledge, teaching competencies, and training opportunities. The study recommended the need to develop a kindergarten curriculum on the basis of children’s educational needs and the community developmental needs. It suggests that future studies be conducted in various aspects of child education for preschool, continuous and comprehensive evaluation, and development of the kindergarten curriculum.
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Piotrowska, Magdalena, Andrzej Czyżewski, Tomasz Ciszewski, Gražina Korvel, Adam Kurowski, and Bożena Kostek. "Evaluation of aspiration problems in L2 English pronunciation employing machine learning." Journal of the Acoustical Society of America 150, no. 1 (2021): 120–32. http://dx.doi.org/10.1121/10.0005480.
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Sari, Maharani Antika, and Fuji Astuti. "PENERAPAN PEMBELAJARAN TARI DENGAN METODE DEMONTRASI MENGGUNAKAN MEDIA APLIKASI WHATSAPP DI SMA NEGERI 7 PADANG." Jurnal Sendratasik 10, no. 1 (2020): 102. http://dx.doi.org/10.24036/jsu.v9i2.110458.
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This research aims to explain and describe the use of demonstration method using WhatsApp application in class XI IPS 3 at SMA Negeri 7 Padang. This is a qualitative research. The evaluation of the students’ outcomes in this research consists of the evaluation of Knowledge (cognitive) and Dance Practice (psychomotor). The data used were primary and secondary data. The data were collected through literature, observation, and documentation/ shooting studies. The data was analyzed by using the percentage formula. The results of the study show that the implementation of demonstration method in Cultural Arts learning in class XI IPS 3 at SMA Negeri 7 was conducted in online learning. Both theory learning and dance practice could be carried out well. This is evidenced by the grades students got in the theory learning at the second meeting. The average score got is 78.7. Meanwhile, at the dance practice learning, students got 76.7 in the meeting 4. In addition, at the meeting 5, the score increases to 82.9. It can be concluded that the average psychomotor score of students at the end of the study is 79.8 and it is categorized good.Keywords: Dance Learning, Demonstration Method, WhatsApp App
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Haigh, Yvonne. "Increasing complexities: Teaching public policy in the age of discontent." Teaching Public Administration 38, no. 1 (2019): 24–45. http://dx.doi.org/10.1177/0144739419879483.
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This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students’ perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments.
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Angraini, Vivi, and Tulus Handra Kadir. "PELAKSANAAN PEMBELAJARAN VOKAL GROUP DALAM MATA PELAJARAN SENI BUDAYA DI KELAS VII-4 SMP NEGERI 3 PADANG." Jurnal Sendratasik 9, no. 1 (2020): 26. http://dx.doi.org/10.24036/jsu.v8i3.108106.
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Abstract This study aims to describe implementation of group vocal learning in cultural arts subject at Class VII-4 in SMP Negeri 3 Padang.. Type of this research was a descriptive study with using qualitative method. The research instrument was the researcher. It was assisted by using supporting instruments such as stationery, camera, and voice recorder. Techniques of data collection were carried out by taking observation, interviews, documentation and literature study. The steps in analyzing data were done by collecting, identifying, classifying, clarifying, describing and summarizing data. The results show that group vocal learning carry out by the teacher at class VII-4 in SMP Negeri 3 Padang is not going well and does not catch the target of learning objectives. It can be seen from the planning, implementation, and evaluation that is less relevant between the lesson plans and those implemented by the teacher. The teacher does not understand the concepts and techniques of group vocal singing well so that the students do not understand singing in the form of group vocals. At the time of learning, the teacher should provide musical training to students, so that students' understanding of singing group vocal can be carried out properly, and not just memorizing the song. Therefore, there are still some students who have not been able to practice it properly, due to lack of guided practice, lack of understanding of the material and practice of singing vocal groups correctly which impact on the student grades. In the results of the evaluation of learning to sing in vocal groups of the students at class VII-4, the highest score only reach 87 and the lowest score is 75. Keywords: Implementation, learning, vocal group, cultural arts
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Milthorpe, Naomi, Robert Clarke, Lisa Fletcher, Robbie Moore, and Hannah Stark. "Blended English: Technology-enhanced teaching and learning in English literary studies." Arts and Humanities in Higher Education 17, no. 3 (2017): 345–65. http://dx.doi.org/10.1177/1474022217722140.
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This article provides an account of a collaborative teaching and learning project conducted in the English programme at the University of Tasmania in 2015. The project, Blended English, involved the development, implementation, and evaluation of learning and teaching activities using online and mobile technologies for undergraduate English units. The authors draw on the project’s findings from survey and focus group data, and staff reflective practice and peer review, to make the case for increasing technology-enhanced teaching and learning in English literary studies. The blended approach described in this article has the capacity to enhance disciplinary learning; increase accessibility for students in remote and regional areas; facilitate deeper scholarly enquiry; and encourage staff to develop innovative, collaborative, and flexible teaching and learning practices. Appendix 1 presents examples of the project’s practical outcomes, as well as outlines of and reflections on three of the activities developed during the project.
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Perels, Franziska, Barbara Otto, Meike Landmann, Silke Hertel, and Bernhard Schmitz. "Self-Regulation from a Process Perspective." Zeitschrift für Psychologie / Journal of Psychology 215, no. 3 (2007): 194–204. http://dx.doi.org/10.1027/0044-3409.215.3.194.
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Abstract. The first aim of this study was to analyze self-regulation from a process perspective. Therefore, a process model of self-regulation ( Schmitz & Wiese, 2006 ) was described, postulating state components of self-regulation in three learning phases. The relationships within the model were investigated by means of univariate and multivariate time-series analyses based on process data collected through learning diaries. The second aim was to evaluate an intervention study with 8th-grade students as an example for training evaluation based on process data. The whole sample consisted of 249 8th-grade students; for time-series analyses a subsample of 66 students was used. The results concerning the first research question support the conceptualization of the process model and underline the process character of self-regulation as well as the state conceptualization of the model. The training evaluation results show that specifying the results of standard evaluations by means of control group comparison with time-series methods is enriching.
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Elraiss, Yasir Ahmed. "The Reality of Using E-learning Strategies to Improving the Learning of Mathematics for Undergraduate Students." International Journal of Higher Education 10, no. 3 (2020): 75. http://dx.doi.org/10.5430/ijhe.v10n3p75.
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This research aims to know the reality of using e-learning strategy in improving the learning of mathematics in university education, and to know the moral differences between the variables, the researcher used the descriptive and analytical method with the questionnaire tool consisting of (30) paragraphs distributed in the fields of education, learning and evaluation, addressed to a random sample of (110) students and the Mathematics teaching staff of (34) members of Prince Sattam bin Abd Al-Aziz University in Wadi Al-Dawasir at tow Colleges (Arts, Sciences and Engineering) for the first semester of the academic year 2021.After collecting and analyzing data statistically, the researcher came up with the following findings: The most important ones are: the existence of good efficiency in using e-learning strategies in teaching Mathematics , learning and evaluation process, especially in the focus of education, the presence of obstacles in the way of the use of e-learning strategies in learning the university student, especially weak internet, and the absence of statistically significant differences in the efficiency of using strategies of e-learning in learning Mathematics for gender , and for the cumulative academic rate, there is an urgent need for training faculty members and students to improve the use of e-learning strategies in teaching and learning Mathematics, especially when it comes to developing.The research came up with a set of recommendations the most important of which is increasing community awareness to calling for: action to spread the culture of using e-learning in teaching in universities, addressing the obstacles facing the use of e-learning strategies, draw attention to training students and members of Mathematics teaching staff on what is new in the field of educational technologies.
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El Khair, Muftiya, and Irdhan Epria Darma Putra. "PELAKSANAAN PEMBELAJARAN SENI BUDAYA MELALUI DARING DI SMP NEGERI 26 PADANG." Jurnal Sendratasik 10, no. 2 (2021): 31. http://dx.doi.org/10.24036/js.v10i2.112324.
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The purpose of this research is to find out how the implementation of online learning of art and culture in grade VII.3 SMP Negeri 26 Padang. This type of research is using descriptive data that produces qualitative data. The instrument of this research is the researchers themselves. The data was obtained by collecting data conducted by means of literature studies, observations, and interviews as well as documentation containing photographs during the learning process conducted online. Based on the results of the study, that the implementation of online learning of cultural arts with the results of students' learning in grade VII.3 on musical ensemble material is less than maximum. Because in the process of practical learning that should not be achieved in online learning, due to the lack of media owned by learners so that evaluation can only be done with theory only.
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Smith, Jocquelin. "Links to Literature: A Different Angle for Integrating Mathematics." Teaching Children Mathematics 1, no. 5 (1995): 288–93. http://dx.doi.org/10.5951/tcm.1.5.0288.
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Quality children's literature has become an important vehicle for integrating learning experiences in the primary grades. This development has been especially true for the language arts, where integrated instruction within and between the separate disciplines has been more widely practiced. Although the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) addresses this issue in Standard 2: Mathematics as Communication for grades K-4, the art of integration has often eluded mathematics instruction.
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Chandra Dyta, Axlvaridzi, and Jagar Lumbantoruan. "PELAKSANAAN PEMBELAJARAN PIANIKA PADA PEMBELAJARAN SENI BUDAYA MENGGUNAKAN WHATSAPP GRUP DI KELAS VII-1 SMP NEGERI 40 PADANG." Jurnal Sendratasik 9, no. 3 (2020): 19. http://dx.doi.org/10.24036/jsu.v9i1.109434.
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AbstractThis study aims to reveal how melodicalearning using online system in grade VII of SMP Negeri 40 Padang is conducted. It includes planning, implementation, and evaluation in the COVID-19 pandemic situation. The theory used in this study is learning and instruction theory. This research belongs to a qualitative research with descriptive analytic approach. The data were collected through observation, interviews, and literature study. The data analysis was conductedthrough identification, classification, clarification, analysis, explanation, and conclusion. The results show that learning process of Culture and Arts subject at SMP Negeri 40 Padang is conductedfrom home through online learning. Due to learning situation and condition, the teacher designs instructionwhich is is relatively different from face-to-face learning in classrooms.The planning step done by the teacher is preparing learning materials and sending them to students via WA. The materials consist of messages, subject matter, learning activities, and obligations students have to fulfill.The learning implementation conducted by the teacher is controlling student learning by askingthem to send a video recording of blowing, fingering, and training for the BungoParawitan song.Almost all students send video recordings on time. Some of them do not send the videos on time, and these are evaluation and barriers ofonline learning of melodica. The results of grade VIIstudents’ learning outcomes at SMP Negeri 40 Padang are good. The obstacles faced by the teacher in its implementation are related to preparation, presentation, practice, and the performanceof learning outcomeswhich are very inadequate.Keywords: implementation, Pianica Learning, art culture, Whatsapp Group
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Hanna, Gay P., Pamela Saunders, and Niyati Dhokai. "CREATING STRENGTH IN AGE: HARNESSING THE POWER OF ARTS AND HUMANITIES NETWORKS." Innovation in Aging 3, Supplement_1 (2019): S29. http://dx.doi.org/10.1093/geroni/igz038.110.
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Abstract Arts and Humanities networks harness social capital in the service of older populations creating strength in age. This symposium will feature presentations in aging, arts, education, health and humanities exemplifying enormous and often underutilized resources readily available to engage older people across the spectrum of aging to combat decline and frailty at cognitive and physiological levels. Presenters will describe innovative partnership projects such as Sound Health, an initiative developed by the National Institutes of Health and the John F. Kennedy Center for the Performing Arts to expand knowledge and understanding of how listening, performing, or creating music could be harnessed for health and well-being; hybrid arts and humanities in health programs based within medical systems such as the Center for Performing Arts in Medicine at Texas Medical Center: Houston Methodist promoting research/evaluation of arts inventions to improve overall quality of patient care; and, MedStar Georgetown Lombardi Arts and Humanities Program providing a continuum of support for older patients and their caregivers from diagnoses through treatment processes. A Georgetown University case study will be presented on how arts, ethics and humanities are necessary and ideal components of an interdisciplinary master’s degree program in aging studies to ensure understanding a diverse and inter-generational cohort and student’s cultural value systems. The symposium will conclude with a presentation from the National Endowment of the Arts describing program service infrastructures across the country supporting arts engagement of older people, their families and caregivers focusing on lifelong learning; health and well-being; and age friendly design