การนำเสนอแนวทางการจัดการเรียนการสอนศิลปวิจารณ์เพื่อส่งเสริมการพัฒนาการคิดขั้นสูงของนักศึกษาสาขาวิชาศิลปศึกษา ระดับปริญญาตรี / ธนวัฒน์ กันภัย = Proposed guidelines for art criticism instruction to enhance higher-order thinking of undergraduate students in art education / Thanawat Kanpai
The objective of this research was to find guidelines for art criticism instruction to enhance higher-order thinking of undergraduate students in art education. The research samples consisted of four lecturers, seventeen students, five art education specialists, five art critics, and five artists. The research instruments were interview forms for lecturers, students, art education specialists, art critics, and artists; class observation form; and art criticism writing test for evaluating students’ higher-order thinking. The results showed that guidelines of art criticism instruction to enhance higher-order thinking of undergraduate students in art education were as follows: 1) The objectives should encourage students to analyze and criticize artwork by integrating knowledge from various disciplines. 2) The contents should include the integration of art criticism with other related subject areas such as art history, philosophy and principles of art. 3) The teaching and learning activities should encourage students to express their opinions, and to build a critical society in the classroom. 4) The teaching methods that encourage students’ discussion include the following models: student-centered, concept attainment, group investigation, and synectics instructional model. Teaching media should include original works of art and examples of art criticism articles. 5) The evaluation should focus on the students’ ability to express their higher-order thinking through writing and oral presentation. The teacher should create an evaluation form that provides description and criteria for each level of thinking. 6) The instructors should be a good discussion moderator, a good listener and specialized in art criticism 7) The students should be active discussion participants as well as good listeners 8) The learning environment should be set as a friendly group discussion or seminar. Finally, the art education students should develop their skills of effective presentation and improve their ability to transfer knowledge.
