Academic journal article Review of European Studies

The Use of Project Method in Teaching Arts: -An Interdisciplinary the Use of Project Method in Teaching Arts, an Interdisciplinary Approach in High School

Academic journal article Review of European Studies

The Use of Project Method in Teaching Arts: -An Interdisciplinary the Use of Project Method in Teaching Arts, an Interdisciplinary Approach in High School

Article excerpt

1. Introduction

In contrary with the traditional educational models that are based on the cleavage of knowledge, the interdisciplinary teaching focuses on a holistic view of the conquest of new knowledge using a multifaceted approach of teaching. Students gather the knowledge from various subjects, examine critically the different sides of an issue and reach new experience in a comprehensive process. The implementation of the project method is an important axis of the cross-thematic teaching practice (Johnson & Johnson, 1994). The school projects include a series of teaching activities and methodological approaches. For example a group of teachers and students decides to deal with a specific topic, plans its own program of actions, and handles the plan until the end of the project (Starko, 1995; Kampouropoulou et al., 2013). Result of this collective work can be the publication of a book, an event, a report, an exhibition, etc. The beginning of carrying out a project may be a suggestion of a teacher or a student. All members need to comment their proposals and agree on a final form of the project and contribute to the conduct of the work. These three processes, namely the freedom of members to suggest a topic, the joint configuration and its realization, are the basic characteristics of a creative project and, if it is realized properly, the teaching experience acquired by students is a significant source of learning (Kampouropoulou et al., 2012).

The subject of Arts finds fertile ground in interdisciplinary approach of knowledge. By applying the appropriate interdisciplinary project with Arts as the main thematic axis, the emphasis on traditional teaching methodology is reduced and the students' attention shifts to concepts and processes encountered in their real lives (Scott, 1990).

2. The Didactical Intervention

During the first quarter of the school year (2014-2015) a research was conducted with the participation of 90 students who were attending the third grade of High School in Rhodes, Greece. The main research question was "Acquiring positive attitudes of students towards the subject of Arts through the use of project method". The theme of the project that was implemented was "the acropolis of Filerimos", which was approached using the subject of Arts as the main interdisciplinary axis of the teaching intervention (Kampouropoulou et al., 2011).

During this project, students:

- Visited the acropolis of Filerimos in the city of Ialysos of Rhodes and areas related to history and cultural heritage.

- Studied data related to the culture of Ialysos (Scott, 1990).

- Inspired by historical and social issues and they created their own artistic works related to the acropolis of Filerimos.

- Studied sizes and proportions and they used them in their works.

- Used geometric instruments.

- Presented their work in exhibition held in their school.

The project was realized in an interdisciplinary way and apart from the subject of Arts were served aims and objectives related to the subjects of Language, Computing and Mathematics.

From the perspective of Language: Students developed their linguistic ability, studied texts and sources, wrote and presented their work, organized texts, communicated with each other and with the wider community.

From the perspective of Computing: Students searched the internet for information related to the history and culture of the Filerimos, used Microsoft Word to write their work, chatted via Skype with children residing in Ialyssos in order to collect data from their daily life, presented their work using PowerPoint and multimedia.

From the perspective of Mathematics: Students worked on measurements of areas and volumes, designed shapes and surfaces, used geometric instruments, developed their observation and they used proportions and scales (Isaksen et al., 1994).

3. The Investigation of the Results

52 boys (57. …

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