A Creation of Visual Arts Using the Blended-Learning Classroom Model (BLC) of Students in Non Degree Program
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Abstract
This research aimed to analyze learners' ideas during the creation of visual art and their perspectives on art creation within a Blended Learning Classroom (BLC) model. The study utilized the BLC design with a target group of 30 teachers, educators, and graduate students. Data was gathered using three problem scenarios, artwork activity sheets, and an online platform for reflection logs. Data analysis employed Content Analysis and Descriptive Analytics.
The results showed that: 1) Learners generated a variety of ideas when presented with the three problem scenarios, especially regarding the creation of circles and coloring techniques, which led to the production of diverse visual artworks. 2) Learners held a positive perspective on the visual art creation process. They specifically valued the use of circles for varied designs and recognized the activity's role in developing creative thinking, fostering collaborative learning, and creating effective learning opportunities. Furthermore, they viewed the integration of art and mathematics as enhancing both beauty and aesthetic appeal, reporting high engagement, enjoyment, and satisfaction with the experience.
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References
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