Texts and Co-texts of Digital Native Elementary School Art Learning during the Covid-19 Pandemic
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Sep 20, 2021
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Abstract
This study aims to explain the synthesis of conceptual changes in art learning for digital natives students to reflect current art learning practices so that they become a foothold in future improvement. This research uses a case study approach to art learning for digital natives students in 3 elementary schools in Pacitan, East Java, from May 2020 to May 2021 with 100 students and 50 teacher. This research discusses material and formal objects in learning art into text and co-text as a perspective from educational semiotics classroom, which is an effort to systematize based on the elements of art learning for digital natives. The results showed that the elements of art learning, such as the learning model, the intimacy aspect between teachers and students, and the digital natives learning ecosystem in them are continuously developing by considering the element of entrainment. Integration between learning elements is needed to meet the prerequisites for resilience for digital natives students, including intimacy between text and co-text learning, text competence and co-text learning, and entrainment in a learning-based ecosystem of digital natives class.
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Mariati, P., Hartatik, S. ., Kasiyun, S. ., & Asmarani, R. . (2021). Texts and Co-texts of Digital Native Elementary School Art Learning during the Covid-19 Pandemic. Jurnal Inspirasi Pendidikan, 11(2), 101–112. https://doi.org/10.21067/jip.v11i2.5703
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References
Referensi
Ata-Akturk, A., & Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: beliefs and practices. International Journal of Early Years Education, 9760. https://doi.org/10.1080/09669760.2020.1754174
Black, J., & Browning, K. (2011). Creativity in Digital Art Education Teaching Practices. Art Education, 64(5), 19–34. https://doi.org/10.1080/00043125.2011.11519140
Bowen, D. H., Greene, J. P., & Kisida, B. (2014). Learning to Think Critically: A visual Art Experiment. Educational Researcher, 43(1), 37–44. https://doi.org/10.3102/0013189X13512675
Bowen, D. H., & Kisida, B. (2017). The Art of Partnerships: Community Resources for Arts Education. The Phi Delta Kappan, 98(7), 8–14.
Bown, O., & Ferguson, S. (2018). Understanding media multiplicities. Entertainment Computing, 25(October 2017), 62–70. https://doi.org/10.1016/j.entcom.2017.11.001
Canţer, M. (2012). E-heutagogy for lifelong e-learning. Procedia Technology, 1, 129–131. https://doi.org/10.1016/j.protcy.2012.02.025
Carpenter, J. P., & Green, T. D. (2017). Mobile instant messaging for professional learning: Educators’ perspectives on and uses of Voxer. Teaching and Teacher Education, 68, 53–67. https://doi.org/10.1016/j.tate.2017.08.008
Carter, M. (2008). Volitional Aesthetics: A Philosophy for the Use of Visual Culture in Art Education. A Journal of Issues and Research: Study in Art Education, 49(2), 87–102.
Choi, H., & Piro, J. M. (2009). Expanding arts education in a digital age. Arts Education Policy Review, 110(3), 27–34. https://doi.org/10.3200/AEPR.110.3.27-34
Colman, A. (2018). Net.art and Net.pedagogy : Introducing Internet Art to the Digital Art Curriculum. Studies in Art Education, 46(Technology Issue), 61–73.
Cook-Sather, A., & Alter, Z. (2011). What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. Anthropology and Education Quarterly, 42(1), 37–53. https://doi.org/10.1111/j.1548-1492.2010.01109.x
Creswell, J. W. (2010). Research Design Pendekatan Kualitatif, Kuantitatif, Dan Mixed. Pustaka Pelajar.
Csikszentmihalyi, M. (2018). Flow: The Psychology of Optimal Experience. Harvard University Press. https://doi.org/wiretap
Csikszentmihalyi, M., Latter, P., & Duranso, C. W. (2017). Running Flow. Human Kinetics.
Eyal, L. (2015). Digital Assessment Literacy — The Core Role of the Teacher in a Digital Environment. Journal of Educational Technology and Society, 15(2), 37–49.
Figueiredo, C. (2015). Narrative and Visual Cinematic Strategies in Communication Design. Procedia Manufacturing, 3(Ahfe), 4358–4361. https://doi.org/10.1016/j.promfg.2015.07.431
Fook, C. Y., Narasuman, S., Aziz, N. A., Mustafa, S. M. S., & Han, C. T. (2021). Smartphone Usage among University Students. Asian Journal of University Education, 17(1), 283–291. https://doi.org/10.24191/ajue.v17i1.12622
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Goldie, P., & Scellekens, E. (2007). Philosophy and Conceptual Art. Oxford University Press.
Gomis-Porqueras, P., & Rodrigues-Neto, J. A. (2018). Teaching technologies, attendance, learning and the optimal level of access to online materials. Economic Modelling, 73(May 2017), 329–342. https://doi.org/10.1016/j.econmod.2018.04.009
Gunn, V. (2020). Attentive outrage and fine art higher education: a manifesto of the liminal. Journal of Visual Art Practice, 19(1), 8–22. https://doi.org/10.1080/14702029.2020.1723278
Hendy, M. (2020). The Effect of Using Hendy’s 4Cs Model on Acquiring some Vocational Concepts and Social Skills for Primary School Students. International Journal on Social and Education Sciences, 2(2), 81–87. https://files.eric.ed.gov/fulltext/EJ1263947.pdf
Hicks, T., & Turner, K. H. (2013). No Longer a Luxury: Digital Literacy Can’t Wait. The English Journal, 102(6), 58–65. https://doi.org/10.4135/9781412957403.n296
Hwang, G.-J., Wu, P.-H., & Chen, C.-C. (2020). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246–1256.
Hwang, S. Y. (2017). Rethinking creativity: Present in expression in creative learning communities. Educational Philosophy and Theory, 49(3), 220–230. https://doi.org/10.1080/00131857.2016.1225559
James, K., & Sternberg, R. J. (2010). The Cambridge Handbook of Creativity. Cambridge University Press.
Jaskot, P. B. (2019). Digital art history as the social history of art: Towards the disciplinary relevance of digital methods. Visual Resources, 35(1–2), 21–33. https://doi.org/10.1080/01973762.2019.1553651
Kearns, L. R. (2016). The experience of teaching online and its impact on faculty innovation across delivery methods. Internet and Higher Education, 31, 71–78. https://doi.org/10.1016/j.iheduc.2016.06.005
Ki Hadjar Dewantara. (2004). Karya Ki Hadjar Dewantara Bagian I: Pendidikan. Majelis Luhur Persatuan Taman Siswa.
Law, K. M. Y., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers and Education, 136(March), 1–12. https://doi.org/10.1016/j.compedu.2019.02.021
Leow, F. T., & Neo, M. (2014). Interactive multimedia learning: Innovating classroom education in a Malaysian university. Turkish Online Journal of Educational Technology, 13(2), 99–110.
Lewis, R. L., & Lewis, S. I. (2018). The Power of Art. Cengage Learning.
Lindberg, S. (2020). Politics of digital learning—Thinking education with Bernard Stiegler. Educational Philosophy and Theory, 52(4), 384–396. https://doi.org/10.1080/00131857.2019.1586531
Liu, C. H., & Luton, F. (2011). Vygotsky’s Psycho-semiotics: Theories, Instrument and Interpretive Analyses. Peter Lang.
Marfil-Carmona, R., & Chacón, P. (2017). Arts Education and Media Literacy in the Primary Education Teaching Degree of the University of Granada. Procedia - Social and Behavioral Sciences, 237(June 2016), 1166–1172. https://doi.org/10.1016/j.sbspro.2017.02.174
Mills, K. A. (2016). A Review of the " Digital Turn " in the New Literacy Studies. Review of Educational Research, 80(2), 246–271.
Morris, C. B. (2011). Art Education in Transition. Art Education, 64(5), 7–9.
Msila, V., & Setlhako, A. (2012). Teaching (still) Matters: Experiences on Developing a Heutagogical Online Module at UNISA. Procedia - Social and Behavioral Sciences, 69(Iceepsy 2012), 136–142. https://doi.org/10.1016/j.sbspro.2012.11.392
Patton, R. M., & Buffington, M. L. (2016). Keeping up with our students: The evolution of technology and standards in art education. Arts Education Policy Review, 117(3), 1–9. https://doi.org/10.1080/10632913.2014.944961
Patton, R., Sweeny, R. W., Shin, R., & Lu, L. (2020). Teaching Digital Game Design With Preservice Art Educators. Studies in Art Education, 61(2), 155–170. https://doi.org/10.1080/00393541.2020.1738165
Pérez Miles, A., & Libersat, J. U. (2016). ROAM: Walking, Mapping, and Play: Wanderings in Art and Art Education. Studies in Art Education, 57(4), 341–357. https://doi.org/10.1080/00393541.2016.1204522
Pianfetti, E. S. (2001). Teachers and Technology: Digital Literacy through Professional Development. Language Arts, 78(255–262), 255–262.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5).
Priyaadharshini, M., NathaMayil, N., Dakshina, R., Sandhya, S., & Bettina Shirley, R. (2020). Learning analytics: Game-based Learning for Programming Course in Higher Education. Procedia Computer Science, 172(2019), 468–472. https://doi.org/10.1016/j.procs.2020.05.143
Rantatalo, O., & Lindberg, O. (2018). Liminal practice and reflection in professional education: police education and medical education. Studies in Continuing Education, 40(3), 351–366. https://doi.org/10.1080/0158037X.2018.1447918
Read, H. (1970). Education Through Art. Faber and Faber.
Sample, C., McAlaney, J., Bakdash, J., & Thackray, H. (2018). A Cultural Exploration of Social Media Manipulators. Journal of Information Warfare, 17(4), 56–71. https://doi.org/10.1017/CBO9781107415324.004
Sampurno, M. B. T. (2019). A case study of therapeutic process autistic children as performing art in Indonesia. Advances in Social Science, Education and Humanities Research, 277(Steach 2018), 41–44. https://doi.org/https://doi.org/10.2991/steach-18.2019.9
Sampurno, M. B. T., Prabandari, Y. S., & Marianto, M. D. (2020). Theoretical Exploration of Art Therapy and Education for Autistic Children. International Journal of Indonesian Education and Teaching (IJIET), 4(2). https://doi.org/10.24071/ijiet.2020.040209
Sampurno, T. (2015). Seni, Melukis, dan Anak Autis: Penanganan dan Pengembangan melalui Seni dan Cara Mengevaluasi Karya Anak Autis. Psikosain.
Shepherd, K. G., Kervick, C. T., & Morris, D. N. (2017). The Art of Collaboration: Lessons from Families of Children with Disabilities. Sense Publishers.
Son, J., Sun, J., & Lee, J. (2019). Interactive learning through social media for large size classes in the clothing and textile curriculum. International Journal of Fashion Design, Technology and Education, 12(2), 129–139. https://doi.org/10.1080/17543266.2018.1534002
Spalter, A. M., & Van Dam, A. (2008). Digital visual literacy. Theory into Practice, 47(2), 93–101. https://doi.org/10.1080/00405840801992256
Strycker, J. (2020). K-12 art teacher technology use and preparation. Heliyon, 6(7). https://doi.org/10.1016/j.heliyon.2020.e04358
Sugiyono. (2011). Metode Penelitian Kombinasi. Alfabeta.
Svasek, M. (Ed.). (2012). Moving Subjects, Moving Objects: Transnationalism, Cultural Production and Emotions. Berghahn Books. https://doi.org/10.1017/CBO9781107415324.004
Svasek, M. (2015). Affective Moves: Transit, Transition and Transformation. December.
Tashakkori, A., & Creswell, J. (2008). Mixed Methodology Across Disciplines. Journal Of Mixed Methods Research, 2(1), 1–5.
Tusiime, W. E., Johannesen, M., & Gudmundsdottir, G. B. (2020). Teaching art and design in a digital age: challenges facing Ugandan teacher educators. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2020.1786439
Weninger, C. (2017). The “vernacularization†of global education policy: media and digital literacy as twenty-first century skills in Singapore. Asia Pacific Journal of Education, 37(4), 500–516. https://doi.org/10.1080/02188791.2017.1336429
Williams, M. K. (2017). John Dewey in the 21 st Century. Journal of Inquiry & Action in Education, 9(1), 91–102
Ata-Akturk, A., & Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: beliefs and practices. International Journal of Early Years Education, 9760. https://doi.org/10.1080/09669760.2020.1754174
Black, J., & Browning, K. (2011). Creativity in Digital Art Education Teaching Practices. Art Education, 64(5), 19–34. https://doi.org/10.1080/00043125.2011.11519140
Bowen, D. H., Greene, J. P., & Kisida, B. (2014). Learning to Think Critically: A visual Art Experiment. Educational Researcher, 43(1), 37–44. https://doi.org/10.3102/0013189X13512675
Bowen, D. H., & Kisida, B. (2017). The Art of Partnerships: Community Resources for Arts Education. The Phi Delta Kappan, 98(7), 8–14.
Bown, O., & Ferguson, S. (2018). Understanding media multiplicities. Entertainment Computing, 25(October 2017), 62–70. https://doi.org/10.1016/j.entcom.2017.11.001
Canţer, M. (2012). E-heutagogy for lifelong e-learning. Procedia Technology, 1, 129–131. https://doi.org/10.1016/j.protcy.2012.02.025
Carpenter, J. P., & Green, T. D. (2017). Mobile instant messaging for professional learning: Educators’ perspectives on and uses of Voxer. Teaching and Teacher Education, 68, 53–67. https://doi.org/10.1016/j.tate.2017.08.008
Carter, M. (2008). Volitional Aesthetics: A Philosophy for the Use of Visual Culture in Art Education. A Journal of Issues and Research: Study in Art Education, 49(2), 87–102.
Choi, H., & Piro, J. M. (2009). Expanding arts education in a digital age. Arts Education Policy Review, 110(3), 27–34. https://doi.org/10.3200/AEPR.110.3.27-34
Colman, A. (2018). Net.art and Net.pedagogy : Introducing Internet Art to the Digital Art Curriculum. Studies in Art Education, 46(Technology Issue), 61–73.
Cook-Sather, A., & Alter, Z. (2011). What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. Anthropology and Education Quarterly, 42(1), 37–53. https://doi.org/10.1111/j.1548-1492.2010.01109.x
Creswell, J. W. (2010). Research Design Pendekatan Kualitatif, Kuantitatif, Dan Mixed. Pustaka Pelajar.
Csikszentmihalyi, M. (2018). Flow: The Psychology of Optimal Experience. Harvard University Press. https://doi.org/wiretap
Csikszentmihalyi, M., Latter, P., & Duranso, C. W. (2017). Running Flow. Human Kinetics.
Eyal, L. (2015). Digital Assessment Literacy — The Core Role of the Teacher in a Digital Environment. Journal of Educational Technology and Society, 15(2), 37–49.
Figueiredo, C. (2015). Narrative and Visual Cinematic Strategies in Communication Design. Procedia Manufacturing, 3(Ahfe), 4358–4361. https://doi.org/10.1016/j.promfg.2015.07.431
Fook, C. Y., Narasuman, S., Aziz, N. A., Mustafa, S. M. S., & Han, C. T. (2021). Smartphone Usage among University Students. Asian Journal of University Education, 17(1), 283–291. https://doi.org/10.24191/ajue.v17i1.12622
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Goldie, P., & Scellekens, E. (2007). Philosophy and Conceptual Art. Oxford University Press.
Gomis-Porqueras, P., & Rodrigues-Neto, J. A. (2018). Teaching technologies, attendance, learning and the optimal level of access to online materials. Economic Modelling, 73(May 2017), 329–342. https://doi.org/10.1016/j.econmod.2018.04.009
Gunn, V. (2020). Attentive outrage and fine art higher education: a manifesto of the liminal. Journal of Visual Art Practice, 19(1), 8–22. https://doi.org/10.1080/14702029.2020.1723278
Hendy, M. (2020). The Effect of Using Hendy’s 4Cs Model on Acquiring some Vocational Concepts and Social Skills for Primary School Students. International Journal on Social and Education Sciences, 2(2), 81–87. https://files.eric.ed.gov/fulltext/EJ1263947.pdf
Hicks, T., & Turner, K. H. (2013). No Longer a Luxury: Digital Literacy Can’t Wait. The English Journal, 102(6), 58–65. https://doi.org/10.4135/9781412957403.n296
Hwang, G.-J., Wu, P.-H., & Chen, C.-C. (2020). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246–1256.
Hwang, S. Y. (2017). Rethinking creativity: Present in expression in creative learning communities. Educational Philosophy and Theory, 49(3), 220–230. https://doi.org/10.1080/00131857.2016.1225559
James, K., & Sternberg, R. J. (2010). The Cambridge Handbook of Creativity. Cambridge University Press.
Jaskot, P. B. (2019). Digital art history as the social history of art: Towards the disciplinary relevance of digital methods. Visual Resources, 35(1–2), 21–33. https://doi.org/10.1080/01973762.2019.1553651
Kearns, L. R. (2016). The experience of teaching online and its impact on faculty innovation across delivery methods. Internet and Higher Education, 31, 71–78. https://doi.org/10.1016/j.iheduc.2016.06.005
Ki Hadjar Dewantara. (2004). Karya Ki Hadjar Dewantara Bagian I: Pendidikan. Majelis Luhur Persatuan Taman Siswa.
Law, K. M. Y., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers and Education, 136(March), 1–12. https://doi.org/10.1016/j.compedu.2019.02.021
Leow, F. T., & Neo, M. (2014). Interactive multimedia learning: Innovating classroom education in a Malaysian university. Turkish Online Journal of Educational Technology, 13(2), 99–110.
Lewis, R. L., & Lewis, S. I. (2018). The Power of Art. Cengage Learning.
Lindberg, S. (2020). Politics of digital learning—Thinking education with Bernard Stiegler. Educational Philosophy and Theory, 52(4), 384–396. https://doi.org/10.1080/00131857.2019.1586531
Liu, C. H., & Luton, F. (2011). Vygotsky’s Psycho-semiotics: Theories, Instrument and Interpretive Analyses. Peter Lang.
Marfil-Carmona, R., & Chacón, P. (2017). Arts Education and Media Literacy in the Primary Education Teaching Degree of the University of Granada. Procedia - Social and Behavioral Sciences, 237(June 2016), 1166–1172. https://doi.org/10.1016/j.sbspro.2017.02.174
Mills, K. A. (2016). A Review of the " Digital Turn " in the New Literacy Studies. Review of Educational Research, 80(2), 246–271.
Morris, C. B. (2011). Art Education in Transition. Art Education, 64(5), 7–9.
Msila, V., & Setlhako, A. (2012). Teaching (still) Matters: Experiences on Developing a Heutagogical Online Module at UNISA. Procedia - Social and Behavioral Sciences, 69(Iceepsy 2012), 136–142. https://doi.org/10.1016/j.sbspro.2012.11.392
Patton, R. M., & Buffington, M. L. (2016). Keeping up with our students: The evolution of technology and standards in art education. Arts Education Policy Review, 117(3), 1–9. https://doi.org/10.1080/10632913.2014.944961
Patton, R., Sweeny, R. W., Shin, R., & Lu, L. (2020). Teaching Digital Game Design With Preservice Art Educators. Studies in Art Education, 61(2), 155–170. https://doi.org/10.1080/00393541.2020.1738165
Pérez Miles, A., & Libersat, J. U. (2016). ROAM: Walking, Mapping, and Play: Wanderings in Art and Art Education. Studies in Art Education, 57(4), 341–357. https://doi.org/10.1080/00393541.2016.1204522
Pianfetti, E. S. (2001). Teachers and Technology: Digital Literacy through Professional Development. Language Arts, 78(255–262), 255–262.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5).
Priyaadharshini, M., NathaMayil, N., Dakshina, R., Sandhya, S., & Bettina Shirley, R. (2020). Learning analytics: Game-based Learning for Programming Course in Higher Education. Procedia Computer Science, 172(2019), 468–472. https://doi.org/10.1016/j.procs.2020.05.143
Rantatalo, O., & Lindberg, O. (2018). Liminal practice and reflection in professional education: police education and medical education. Studies in Continuing Education, 40(3), 351–366. https://doi.org/10.1080/0158037X.2018.1447918
Read, H. (1970). Education Through Art. Faber and Faber.
Sample, C., McAlaney, J., Bakdash, J., & Thackray, H. (2018). A Cultural Exploration of Social Media Manipulators. Journal of Information Warfare, 17(4), 56–71. https://doi.org/10.1017/CBO9781107415324.004
Sampurno, M. B. T. (2019). A case study of therapeutic process autistic children as performing art in Indonesia. Advances in Social Science, Education and Humanities Research, 277(Steach 2018), 41–44. https://doi.org/https://doi.org/10.2991/steach-18.2019.9
Sampurno, M. B. T., Prabandari, Y. S., & Marianto, M. D. (2020). Theoretical Exploration of Art Therapy and Education for Autistic Children. International Journal of Indonesian Education and Teaching (IJIET), 4(2). https://doi.org/10.24071/ijiet.2020.040209
Sampurno, T. (2015). Seni, Melukis, dan Anak Autis: Penanganan dan Pengembangan melalui Seni dan Cara Mengevaluasi Karya Anak Autis. Psikosain.
Shepherd, K. G., Kervick, C. T., & Morris, D. N. (2017). The Art of Collaboration: Lessons from Families of Children with Disabilities. Sense Publishers.
Son, J., Sun, J., & Lee, J. (2019). Interactive learning through social media for large size classes in the clothing and textile curriculum. International Journal of Fashion Design, Technology and Education, 12(2), 129–139. https://doi.org/10.1080/17543266.2018.1534002
Spalter, A. M., & Van Dam, A. (2008). Digital visual literacy. Theory into Practice, 47(2), 93–101. https://doi.org/10.1080/00405840801992256
Strycker, J. (2020). K-12 art teacher technology use and preparation. Heliyon, 6(7). https://doi.org/10.1016/j.heliyon.2020.e04358
Sugiyono. (2011). Metode Penelitian Kombinasi. Alfabeta.
Svasek, M. (Ed.). (2012). Moving Subjects, Moving Objects: Transnationalism, Cultural Production and Emotions. Berghahn Books. https://doi.org/10.1017/CBO9781107415324.004
Svasek, M. (2015). Affective Moves: Transit, Transition and Transformation. December.
Tashakkori, A., & Creswell, J. (2008). Mixed Methodology Across Disciplines. Journal Of Mixed Methods Research, 2(1), 1–5.
Tusiime, W. E., Johannesen, M., & Gudmundsdottir, G. B. (2020). Teaching art and design in a digital age: challenges facing Ugandan teacher educators. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2020.1786439
Weninger, C. (2017). The “vernacularization†of global education policy: media and digital literacy as twenty-first century skills in Singapore. Asia Pacific Journal of Education, 37(4), 500–516. https://doi.org/10.1080/02188791.2017.1336429
Williams, M. K. (2017). John Dewey in the 21 st Century. Journal of Inquiry & Action in Education, 9(1), 91–102