Needs Analysis in Developing Culturally Responsive Arts Education Pedagogy Module
Culturally responsive pedagogy (CRP) is developed based on cultural knowledge and experiences of multiethnic students, with their references and performance in learning. In this research, a module was developed to suit a CRP in the teaching and learning o
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Abstract Culturally responsive pedagogy (CRP) is developed based on cultural knowledge and experiences of multiethnic students, with their references and performance in learning. In this research, a module was developed to suit a CRP in the teaching and learning of visual arts education (VAE) to upper secondary school students. The research utilizes the design and develop method as suggested by Richey and Klein in 2007, focusing on the processes of developing a module appropriate in the teaching of VAE at the upper secondary level. This chapter discusses the needs analysis that was carried out to identify students’ level of knowledge and learning experiences in VAE and on culturally responsive education. The respondents consisted of 184 upper secondary students of Malay, Indian, and Chinese ethnicity. Results show positive responses from students and their strong optimistic perceptions towards CRP in traditional art and crafts for secondary school VAE. Therefore, results obtained proved that there is a need to develop a teaching module that is culturally responsive in the teaching and learning of traditional arts and crafts for secondary school VAE. Keywords Visual arts education art crafts
Culturally responsive Pedagogy Traditional
1 Introduction This research aimed to develop a pedagogical module that is culturally responsive for teaching and learning in the visual arts education classrooms for upper secondary students in Malaysia. The module was developed based on the knowledge of culture, students’ manifestations with diverse cultures, and multiethnic students’ references with engagements in creating relevant and effective learning processes for them. In studies performed by Rasool and Curtis [1] and Gollnick and Chinn S.Z. Maaruf (&) S. Siraj V. Zulkifli Faculty of Education, Univesiti Teknologi MARA, 40200 Shah Alam, Selangor, Malaysia e-mail: [email protected] © Springer Science+Business Media Singapore 2016 S.Z. Abidin et al. (eds.), Proceedings of the 2nd International Colloquium of Art and Design Education Research (i-CADER 2015), DOI 10.1007/978-981-10-0237-3_39
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[2], the researchers settled for and emphasized that a pedagogical approach that is culturally responsive is essential in classrooms of multiethnic students with diverse cultures. Research into a culturally responsive pedagogical approach in arts education is still lacking and is in need of more in-depth studies. Consequently, the lack of research references in the approach of a culturally responsive pedagogy in arts education at the global level as well as the lack of research at the local level has paved the way for the need to conduct a more comprehensive study in the field. Hence, these researchers feel that it is most appropriate for a study on the development of a culturally responsive visual arts education module at the secondary level to be conducted in order to aid teachers in integrating and implementing multicultural education in the teaching and learning practices at schools with the aim
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