Beyond the Canvas: An Exploration of Curriculum Design and Aesthetic Education in Fostering Aesthetic Development and Artistic Skills among Primary School Students
Keywords:
Curriculum Design, Aesthetic Education, Student Motivation, Aesthetic Development, Artistic Skills
Abstract
Aim: This study aims to investigate the relationships between curriculum design, aesthetic education, student motivation, and students’ aesthetic development and artistic skills in Morocco’s primary schools. Specifically, it explores how curriculum design influences aesthetic development and artistic skills, examines the impact of aesthetic education on aesthetic development, and investigates the role of student motivation in mediating these relationships.
Methodology: Using a qualitative approach, the study conducted semi-structured interviews with 25 primary school educators in Morroco to gather insights into their perspectives on curriculum design, aesthetic education, student motivation, and students’ aesthetic development and artistic skills. Thematic analysis was employed to analyze the interview data, identifying key themes and patterns related to the research questions.
Findings: The findings reveal intricate connections between curriculum design, aesthetic education, student motivation, and students’ aesthetic development and artistic skills. Curriculum design plays a foundational role in shaping students’ aesthetic experiences, while aesthetic education and student motivation mediate the effectiveness of curriculum interventions in promoting aesthetic development and artistic skills.
Implications/Novel Contribution: This research contributes to our understanding of the complex interplay between curriculum design, aesthetic education, student motivation, and students’ aesthetic development and artistic skills in primary schools. It underscores the importance of integrating aesthetic principles into curriculum design and fostering intrinsic motivation to optimize students’ aesthetic learning experiences. The findings have implications for educational practice, policy, and research, highlighting the need for holistic approaches to arts education that nurture students’ creativity, critical thinking, and aesthetic sensibilities.
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Ginsburg, H. P., Uscianowski, C., Carrazza, C., & Levine, S. C. (2019). Print and digital picture books in the service of young children’s mathematics learning. In Handbook of Research on the Education of Young Children (pp. 85–98). Taylor and Francis. https://doi.org/10.4324/9780429442827-6
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Greffe, X. (2016). From culture to creativity and the creative economy: A new agenda for cultural economics. City, Culture and Society, 7(2), 71–74. https://doi.org/10.1016/j.ccs.2015.12.008
Grindheim, M., & Grindheim, L. T. (2021). Dancing as moments of belonging: A phenomenological study exploring dancing as a relevant activity for social and cultural sustainability in early childhood education. Sustainability (Switzerland), 13(14). https://doi.org/10.3390/su13148080
Haese, A., & Costandius, E. (2021). Dithakga tša gobala: A collaborative book creation project. Educational Research for Social Change, 10(1), 52–69.
https://doi.org/10.17159/2221-4070/2021/v10i1a4
Haifeng, C., & Xinzheng, M. (2022). Exploration of the Role of Innovation and Entrepreneurship Project in the Construction of Campus Aesthetic Education. Journal of Educational Issues, 8(1). https://doi.org/10.5296/jei.v8i1.19796
Hala, M., & Xhomara, N. (2022). Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development. Pedagogika/Pedagogy, 148(4), 229–247.
Hallam, D. J., Gallagher, M. L., & Owen, D. K. (2022). “I’m not the best at art”: An exploration of children’s growing sense of artistry within an outdoor, arts-based intervention. Thinking Skills and Creativity, 44, 101038. https://doi.org/10.1016/j.tsc.2022.101038
Hawker, C., Courtenay, M., & Gould, D. (2023). How aseptic technique is taught to undergraduate student nurses: A qualitative study. Nurse Education Today, 122, 105717. https://doi.org/https://doi.org/10.1016/j.nedt.2023.105717
Hoel, T., & Tønnessen, E. S. (2019). Organizing Shared Digital Reading in Groups: Optimizing the Affordances of Text and Medium. AERA Open, 5(4).
https://doi.org/10.1177/2332858419883822
Hubner-Benz, S., & Frese, M. (2023). Chapter 26 - Creativity in entrepreneurship: Dancing between nothing and structure (R. Reiter-Palmon & S. B. T.-H. of O. C. (Second E. Hunter (eds.); pp. 377–392). Academic Press. https://doi.org/10.1016/B978-0-323-91841-1.00024-5
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Irgin, P., & Erten, I. H. (2020). Exploring the role of strategy instruction: Young learners’ listening performance and strategy use. Eurasian Journal of Applied Linguistics, 6(3), 415–441.
https://doi.org/10.32601/ejal.834676
Ji, F., & Mkrtychan, O. (2022). AESTHETIC DEVELOPMENT IN THE CONTEXT OF EDUCATION MODERNIZATION. Collection of Scientific Papers «SCIENTIA», September 9, 2022; Singapore, Singapore, 105–106.
Jin, J., & Snook, B. (2022). Comprehensively strengthening and improving aesthetic education in a new era: An examination of the dance education major at the Beijing dance academy. International Journal of Chinese Education, 11(3), 1–13. https://doi.org/10.1177/2212585X221127451
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Published
2024-03-19
How to Cite
Malika AIT Nasser. (2024). Beyond the Canvas: An Exploration of Curriculum Design and Aesthetic Education in Fostering Aesthetic Development and Artistic Skills among Primary School Students. Journal of Advanced Research in Social Sciences and Humanities, 9(1), 15-33. https://doi.org/10.26500/JARSSH-09-2024-0102
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Articles
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