TSLB3052

ARTS IN EDUCATION

NAMA
PENSYARAH : SUZANA BINTI AHMAD

JABATAN : JABATAN BAHASA INGGERIS

TARIKH 20 MAC 2022

HANTAR :

Wajaran Pentaksiran
MARKAH
Tugasan 1 : / 25 KESELURUHA
N

/100

1
 a
BORANG MAKLUM BALAS KERJA KURSUS

Nama : MUHAMMAD LUQMAN HAKIM BIN Angka Giliran : 202110234062

RAMLI
Kod Kursus : EDUP3053i Nama Kursus : TECHNOLOGY FOR TEACHING AND
LEARNING
Nama Pensyarah : SUZANA BINTI AHMAD
Tarikh Hantar : 20 MAC 2022 Tarikh Terima (Diisi oleh pensyarah):

Pengakuan Pelajar
Saya mengaku bahawa kerja kursus ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan yang setiap satunya

Tandatangan pelajar: Luqman Hakim! Tarikh:……………………………

Perincian Maklum Balas Kerja Kursus

Pemeriksa Moderator (jika berkaitan)
Kekuatan : Kekuatan :

Aspek yang boleh diperbaiki : Aspek yang boleh diperbaiki :

Tandatangan dan Cop : Tarikh: Tandatangan dan Cop : Tarikh:

Pengesahan Pelajar:
Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya rujuki dan fahami.
Catatan (jika ada) :

Tandatangan Pelajar : .................................................... Tarikh : ............................

2
 HALAMAN PENGAKUAN

Saya akui laporan ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan yang tiap-tiap
satunya telah saya jelas sumbernya.

Tandatangan: ..................................................

Nama: MUHAMMAD LUQMAN HAKIM BIN RAMLI

Tarikh: 20 MAC 2022

3
 MAKLUMAT PELAJAR GAMBAR

NAMA: MUHAMMAD LUQMAN HAKIM

BIN RAMLI
NO. KAD PENGENALAN: 020715-11-0587
NO. ANGKA GILIRAN: 202110234062
NO. TELEFON: 01163320587
ALAMAT RUMAH: LOT 4766,KAMPUNG ALOR KELADI,
LORONG MASJID, 22000 JERTEH, BESUT, TERENGGANU
ALAMAT E-MAIL: hakiuqman7@gmail.com
0-18-luqmanhakim@epembelajaran.edu.my
STATUS: Bujang
TARIKH KEMASUKAN:
MAKLUMAT AYAH MAKLUMAT IBU
NAMA NAMA
RAMLI BIN NOOR ZAMZURA BINTI
ZAKARIA
PEKERJAAN PEKERJAAN
PESARA TENTERA GURU

NO. TELEFON: 0137806747 NO. TELEFON: 0139257471

4
 ISI KANDUNGAN

PERKARA HALAMAN
MUKA HADAPAN 1
BORANG MAKLUM BALAS 2
HALAMAN PENGAKUAN 3
MAKLUMAT PELAJAR 4
ISI KANDUNGAN 5
PENGHARGAAN 6
CRITICAL REVIEW 7
REFERENCES 10

5
 PENGHARGAAN

Dengan nama Allah Yang Maha Pemurah lagi Maha Penyayang. Segala
puji bagi Allah SWT, Tuhan pemberi Rahmat sekalian alam, selawat serta salam
ke atas junjungan mulia, Nabi Muhammad SAW, ahli keluarga baginda, para
sahabat dan juga sesiapa yang mengikuti ajaran mereka dengan ikhlas sehingga
ke akhirnya.

Bersyukur saya ke hadrat Ilahi di atas peluang ini kerana telah

memberikan saya sedikit masa dan ruang untuk menjayakan tugasan ini di
bawah subjek TSLB3052, iaitu Arts In Education

Selain itu, saya juga ingin mengucapkan jutaan terima kasih kepada Puan
Suzana Binti Ahmad iaitu pensyarah pembimbing mata pelajaran tersebut dan
rakan-rakan seperjuangan saya yang telah memberikan bimbingan serta tunjuk
ajar yang tidak terhingga kepada saya dalam usaha kami menyiapkan tugasan ini
bersama.

Akhir kata, saya amat berharap agar tugasan ini mampu memberi manfaat
kepada semua orang dan diberkati oleh Allah SWT. Semoga Dia limpahkan
kejayaan buat kita semua di dunia dan akhirat. Insya-Allah.

6
TSLB3052 ARTS IN EDUCATION
TASK 1: CRITICAL REVIEW (1000 WORDS)

As we all know today, in every Malaysian primary school today, there must be
English lessons that involve Arts In Education that benefit English teachers and their pupils.
Art in Education is defined as the teaching and learning activities of art in education that
involve three important artistic elements namely visual art, music art and movement art that
are integrated into education, especially in education (Faridah Nazir et al., 2015). In visual
art it involves more drawing, while movement art involves the use of space in an activity. And
the art of music is more about one's interpretation of the music heard.

These artistic elements will enable teaching and learning activities in English subjects
to be more dynamic, imaginative and creative (Mohd Jamel Ismail et al., 2015). If the filling
of these elements is done according to the correct procedures and regulations, the learning
of English in every primary school can be optimized towards a more excellent and high-
impact. This is because in Art in Education, all primary school pupils will be given the
opportunity to explore, gain experience and express using the senses to enhance creativity,
sensitivity, imagination and aesthetics (Md. Nasir Ibrahim, 2003).

Therefore, Art in Education is applied on a large scale in every primary school in

Malaysia with the aim of providing beginners with knowledge and skills to all English
teachers in particular, to integrate visual arts activities, movement arts and music arts in the
teaching process and learning in other subjects. By this way Art in Education needs to be
adapted into English classes taught by the English teachers so that a culturally literate,
aesthetic, imaginative, critical and innovative generation can be born.

English teachers must equip themselves with the necessary skills. Activity planning
also needs to be focused in order to make the teaching and learning process effective. Plus,
English teachers should play a role by encouraging pupils to make full use of their own
strengths and provide a variety of activities that stimulate children's interest and meet the
needs of pupils with diverse learning styles.

In addition, the three elements of Art in Education, namely visual art, music and
movement must be combined as much as possible to make the process of teaching and
learning English happen effectively and creatively. Every primary school English teacher
needs to have knowledge of how to use color well, incorporate elements of rhythm and at
the same time use the appropriate space to stimulate the minds of their pupils during the

7
process of teaching and learning English. Through this method, which is a combination of
artistic elements in education, the pupils will feel fun and happy and do activities more
actively. They are not tied to the old ways or techniques of teaching where it is more teacher
-centered.

For example, in terms of visual arts elements in English teaching where the teacher
will teach the topic of animals namely wild animals and pets to his pupils, the teacher can
take the children to the school science park to see the pets found there. Next the pupils will
make observations, make notes on the characteristics of the animals seen in terms of color,
body, size and so on using the English words learned while in class.

In addition, the pupils can also draw the shape of the animal they see. Guidance from
the teacher to some pupils who have problems should be given. Freedom should be given to
pupils for them to use colours and mix to get interesting and creative results. The pupils can
also use their imagination and memory in producing drawings and in turn can increase their
creativity as Art in Education is important to encourage pupils to use imagination, expression
and various intelligences (Ministry of Education Malaysia, 2003).

Once pupils’ research has been completed, the teacher can instruct the pupils to
present the research findings that they have obtained. Presentations can be done in groups.
Each group can use every space available in the classroom as much as possible and work
with their creativity to make the presentation interesting and creative. As a result, through Art
in Education, pupils will be given the opportunity to explore, gain experience and express
using the senses to enhance creativity, sensitivity, imagination and aesthetics in learning
(Md. Nasir Ibrahim, 2003).

As for the rhythm element in the art of music, English teachers need to use the
method of integrating Art in Education which includes the field of music art, movement art
and visual art in teaching a topic. For example, English teachers can also integrate the title
‘emotions’ by singing along to related songs so that students can more easily remember the
content of the title to be conveyed. The teachers can choose to sing the song ‘emotions’ en
masse while creating a movement style based on the selected song. The movement
activities performed are the integration of the art of movement in the title and thus provide
psychomotor competence among the students. Boredom also can be avoided instead the
students feel fun to follow the teaching and learning of the topics taught.

In terms of spatial element, English teachers need to use the available space as well

8
as possible. The selection of a space that is suitable for the learning activities to be carried
out will make the presentation for the students more interesting. If the required space is not
enough, they can change the position of tables and chairs.

Among the examples of learning activities that involve spatial elements are acting
activities or role-playing. Role-playing is a strategy that allows pupils to explore genuine
scenarios by engaging with other people in a controlled setting in order to gain experience
and test alternative techniques (Ian Glover, 2014). The English teacher is able to ask his
pupils to act out jobs that are often their ambition while learning the topic about occupation
while in English class. In this activity, pupils are able to train and highlight the visual
intelligence of space will build and shape something related to the theme of acting such as
policeman, doctor and pilot. At the same time, pupils also have the potential to display
musical rhythm intelligence by using vocal sounds, body percussion and whatever props
they bring while performing a job they want to learn in class with their English teacher. As a
result, the experience gained while performing this activity will help pupils in their creativity
thus attracting pupils to follow the learning and can improve their self -development when
actively involved during the teaching and learning process.

In conclusion, Art in Education must be integrated in the teaching and learning of

English subjects in every primary school to ensure that every pupil receives the appropriate
knowledge and skills. Plus, it is hoped that the integration of Art in Education as a learning
tool will continue to be practiced in helping to increase the creativity and self -expression of
primary school pupils.

9
 REFERENCES

Diya Nasir. (2020, October 28). Ulasan Seni Dalam Pendidikan. Wordpress. Retrieved from
https://diyanasir.wordpress.com/2020/10/28/ulasan-seni-dalam-pendidikan/
Hashim Harun. (n.d.). Peranan Seni Dalam Pendidikan Dan Penghubungkaitan di Antara
Seni Visual, Muzik Dan Pergerakan. Academia. Retrieved from
https://blogs.iwu.edu/edu320spring14clrb/2014/02/11/those-shoes/
Ian Glover. (2014, July 4). Role-play: An Approach to Teaching and Learning. Technology
Enhanced Learning at SHU. Retrieved from
https://blogs.shu.ac.uk/shutel/2014/07/04/role-play-an-approach-to-teaching-and-
learning/
Jono Towy. (n.d.). APLIKASI SENI DALAM PENGAJARAN. Academia. Retrieved from
https://www.academia.edu/11680286/APLIKASI_SENI_DALAM_PENGAJARAN_1_0
_Pengenalan_kepada_seni
Saroja Dhanapal, Ravi Kanapathy & Jamilah Mastan. (2014). A study to understand the role
of visual arts in the teaching and learning of science. Asia-Pacific Forum on Science
Learning and Teaching. 15(2). Retrieved from
https://www.eduhk.hk/apfslt/v15_issue2/dhanapal/page3.htm
Siti Hawa binti Mohd Nawawi & Faridah binti Salam (2020). INTEGRASI SENI VISUAL DAN
SENI MUZIK DALAM KELAS PENDIDIKAN AWAL KANAK-KANAK. Institut
Pendidikan Guru Kampus Tuanku Bainun, Bukit Mertajam. Retrieved from
http://ipgktb.edu.my/iconfed2020/e_proceedings/bm/tema_a/FP033_A_INTEGRASI
%20SENI%20VISUAL%20DAN%20SENI%20MUZIK%20DALAM%20KELAS%20PE
NDIDIKAN%20AWAL%20KANAK-KANAK.pdf
Sufi Rawahill. (2015, March 7). APLIKASI SENI DALAM PENDIDIKAN [Blog post]. Retrieved
from http://rawahillvillage.blogspot.com/2015/03/aplikasi-seni-dalam-pendidikan.html

10