การศึกษาแนวทางการประเมินการสร้างสรรค์ผลงานศิลปะวิดีโออาร์ตของนักศึกษาปริญญาตรี / อรุณโรจน์ เกียรติจินดารัตน์ = A study of guidelines to evaluate video art creation of undergraduate students / Arunroj Kieatjindarat
This research aimed to study guidelines to evaluate video art creation of undergraduate students. The study consists of the following topics: content and context of video art; video art evaluation; video art instruction; and students’ video art creation. The samples were 15 video art specialists, 10 video art instructors and 30 students, who had studied video art at Chulalongkorn University, Silpakorn University, King Mongkut’s Institute of Technology Ladkrabang, Srinakharinwirot University and Bangkok University. The research instruments were questionnaires and interview forms. The questionnaires were analyzed by percentile, means and standard deviation. The data from interviews were analyzed by frequencies and content analysis. The research results were as follows: The evaluation of undergraduate student’s video art creation consisted of 2 aspects. 1) The evaluation of art product should cover two learning domains, which include psychomotor domain and cognitive domain. The psychomotor domain should be evaluated on the art forms, which include principles of design, visual elements, motion and time. The cognitive domain should be evaluated on the contents of the art work, which include ideas of the work in relation to art history, philosophy, social and cultural contexts. 2) The evaluation of process should cover three learning domains, which include cognitive domain, affective domain and psychomotor domain. The cognitive domain should be evaluated on students understanding of art composition, techniques and characteristic of video art that students use in creating processes. The affective domain should be evaluated on students’ responsibility and attention for the given tasks. The psychomotor domain should be evaluated on students’ ability to produce video art. The suggestion from this research was that the evaluation of students’ video art creation should cover both creating process and art product. The assessment should also cover three learning domains, which include cognitive domain, affective domain and psychomotor domain. In addition, instructor should use different evaluation methods in appropriation to specific nature of each project and individual student.
