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

By Maria, Kampouropoulou | Review of European Studies, September 1, 2015 | Go to article overview

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


Maria, Kampouropoulou, Review of European Studies


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. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

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

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.