กระบวนการจิตตปัญญาศึกษาในชั้นเรียนศิลปะ

Abstract

Instruction in art classrooms has to incorporate goodness and happiness besides just knowledge and skills in arts. Learning through a contemplating process is an alternative approach called “contemplative education”. It is becoming widespread at all educational levels, but has not been applied much in art education classrooms. This research was conducted in a pre-experimental design (one shot case study) with the target group of 32 first year art education students at the faculty of Education, Khon Kaen University. Research instruments included instructional plans, an assignment evaluation form, and a teaching evaluation form. The data was collected from 13 assignments via the contemplative process in classrooms. The assignment scores were computed into means ( ), and percentages (%); and the conclusion was drawn from teaching evaluation. The results are as follows:

1) The mean score of students’ art education learning achievement using the contemplating education approach was 80.56 percent. The proportion of criterion-passing students was 75.00 percent of the total number of students, which was higher than the stipulated criterion.

2) Students learning art education under the contemplative education approach developed conscientiousness and were better able to understand themselves and others.

The contemplative education approach helped learners improve themselves internally. They became happy, peaceful, and comfortable. When the mind calms down, learners develop self-esteem and respect towards others. Thinking positively results in good and decent actions, and increased attentiveness toward learning. Hence, learning achievement is good according to the National Education Standards that aim at smart, good, and happy students.