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AN EXPLORATION OF THEMATIC SKETCH THROUGH VISUAL
ARTS ACTIVITIES TOWARDS THE PRESCHOOL CHILDREN
Muhamad Firdaus Ramli1, Rofidah Musa2
1Faculty of Arts, Computers and Creative Industry, Universiti Pendidikan Sultan Idris,
Tanjong Malim, Perak, Malaysia
2Sekolah Menengah Kebangsaan Sultan Ahmad, Kampung Losong Haji Mat Shafie, Kuala
Terengganu, Terengganu, Malaysia
firdaus.ramli@fskik.upsi.edu.my1, fiedaindran@gmail.com2
DOI: https://doi.org/10.37134/saecj.vol9.no2.9.2020
Received: 13 July 2020, Accepted: 05 December 2020; Published: 07 December 2020
ABSTRACT
This research shares the exploration of fundamental sketch aesthetics in preschool children’s educational
activities on visual arts skills. The exploration of this study is bound to the involvement of visual
arts essential activities to the advancement of children’s preschool skills. The knowledge concerns following the
advances of curative benefits that derive from an understanding of crafted sketching patterns and the potential of
unique visual arts response of preschoolers. The issues bring children to necessitate the chance and opportunity
while learning the sketches that generate internal creativity. The research has to focus through the experiences of
children and teachers in artistic activities that bring experiences from visual arts in preschool. The benefactions
skills in the visual arts include appreciation factors for preschoolers’ sensitivity to environmental learning and
artistic teaching. The understanding of the interaction of the aesthetic components is enclosed in thematic sketch
techniques. The aspects of the composition manipulation of preschool children are also involved in questioning
the important viewpoint and the extension of visual art teaching advancement. This also illustrates the readiness
of the engagement the importance modelling range towards visual arts. The objectives and mechanisms were
created to achieve exposure determination understanding of essential styles through visual arts learning. The
research methodology is going under a qualitative approach through participatory of preschooler artistic
activity procedure. Towards the approach, teachers are obliged to monitor three phases of assignment by
sketching such as my dream vehicle, my dream house and my family members. The activity takes 20 minutes to
30 minutes to be complete as a sketch. A document analysis approaches are used to analyze and evaluate
sketches that produce by preschool children. The outcomes reach a dimension of learning and play awareness
and addressed a stimulus for artistic activity in the teaching pedagogy. The research also praises to the artistic
direction and participating stakeholders who engaged in the knowledge.
Keywords: fundamental sketches, preschool education, visual arts
INTRODUCTION
The exploration of this study is based on the relationship of visual arts essential activities to
the development of children’s preschool skills. The range of this knowledge also associated
with the identification of visual arts fundamental exercises to the advancement of children’s
preschool experiences. Engaging activities related to the understanding of the image and
iconography aspects of preschool children in the construction of sketches. The activities also
related to the thought of the concept of artistic features from preschool children in the
formation of outlines sketches. Through sketches, the various definitions of meaning
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transpire through the parameters of psychology, social life and visual arts culture. Within
sketches outlines, the numerous interpretations of sense have occurred through the knowledge
of therapy, informative experience and visual arts culture. Wright (2010, 2012) has explored
how preschoolers can be influenced by meaning through symbols and imagery. This is
because the sketches technique brings knowledge outcome and encourage preschool children
to learn more exceedingly. Through an artistic mode, signal from the visual gestures it occurs
simultaneously. Abdul Rauf and Tan (2020) have noticed that the artistic activities have been
identified as an exemplar of the preschool exercises that can encourage creative thinking. The
sketches awareness also grows the impression and have encouraged preschool children to
determine the artistic style such as the representation of the outline visual gestures.
Figure 1. Children in Fundamental Sketch Skills Activities
Figure 1 shows the exercise of children engaging in fundamental sketch skills
activities that carry out in the classroom. The sketches exercise from children have engaged
in significant activities that grow the planed skills in learning. According to Gilmore (2019),
artistic research is a position to explain how productivity change occurs through the use of
visual imagery as a source of new cultural skills. A piece of artistic knowledge is a position to
demonstrate how valuable development transpires through the practice of visual metaphors.
The inventive knowledge is also initiating the implication of distinctive imaginative abilities.
Researchers have found that the effects of good lines and sketches can reflect preschoolers’
experiences in learning. Researchers possess discovered that the outcomes of reliable
principles and visual sketches can indicate preschoolers’ participation in knowledge.
Furthermore, Ramli and Musa (2020) stated that the efforts in conducting activities and
teaching opened up the preparation for teachers and parents to recognize the combination of
sketches outlines of children’s artwork. The exercises actions in carrying instruction initiated
up the groundwork for educators and parents to acknowledge the progression of children’s
artwork outlines.
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Study Issues
McArdle and Wright (2014) believe that with visual art as a literacy approach it should be a
priority for enhancing the creativity of preschool children. Visual arts activities related to the
construction of cognitive and natural physical interaction by teachers to preschool children.
According to Ajodhia and Miller (2019), the integration of visual art with children as young
as age demonstrates the ability to develop experiences for dialogue and collaboration. Musa,
et al. (2019) find that activities undertaken by preschool teachers in teaching and learning are
limited and restricted to uncertain themes. They have added that the children need the chance
and opportunity to communicate while creating sketches that generate and develop creativity.
Furthermore, advances in therapeutic would benefit the thought of crafted sketching
patterns and it potentially creates a unique visual arts reception for preschoolers. Referring to
the problem, Stewart (2019) often finds that teachers who use visual art approaches are
complacent because they are ignored and misunderstood. Through her research, school
management often focuses on student achievement in literacy, science, technology,
engineering and mathematics for focused educational purposes. According to the Bahagian
Pembangunan Kurikulum (2011), children need artistic knowledge and skills that enable
them to develop creativity and foster attitude and personality. With this research, researchers
focus on aesthetics through the experiences of children and teachers in the situation of
sketching activities that bring skills to visual arts in preschool.
Benefactions and skills in the visual arts include; (i) appreciation factors for
preschoolers’ sensitivity to environmental learning and teaching (environment and media);
(ii) understanding of the aesthetic and artistic elements of preschool children in the
interaction of thematic sketch techniques; and (iii) aspects of the composition manipulation
and interaction of preschool children’s self-understanding of sketch task arrangements.
The exploration also involved justification by researchers to study the individual
performance of preschool children through the art of sketch images in visual arts. According
to Grierson (2011), in early childhood education, teachers must be aware that visual arts
education is a key factor in developing creative aspects. Moreover, teaching the technique of
sketch and imaging can improve the thinking ability of preschool children. Moreover, the
social interaction between preschoolers and teachers during physical education with the field
of visual arts education can be enhanced. Visual arts activity is one of the standard
opportunities by engaging in creative work that is important for the development of
children’s cognitive and imaginative activities (Koster, 2012). Additionally, the need for
preschoolers to understand the relationship of the elements and principles used should be
emphasized in the construction of fundamental sketches. This makes the conditions and terms
in the construction of preschool children responsive to the visual arts and teaching aspects of
teachers.
Research Questions
The research involved questions such as the following:
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1. What is the important viewpoint in determining preschoolers’ ability to understand
the aesthetic aspects of fundamental visual arts assignments?
2. To what extent do teachers continue to develop a thematic understanding of teaching
and learning visual arts skills?
Research Purpose
Researchers have identified determinations for aspects of preschool children’s teaching in
visual arts fundamental sketch techniques. This demonstrates the readiness of the aspects of
the framework and the need for sensitivity in the field of visual arts education to be planned
and understood.
1. The purpose of this research is to engage on the importance of sketch from the field of
visual arts education in the development of artistic skills of preschool children.
Research Objective
Objectives and mechanisms for sharing visual arts education fields were created to achieve:
1. To give teachers exposure to the ‘planning’ and ‘determination’ of technical forms of
teaching in visual arts subjects.
2. To build preschoolers’ understanding of fundamental sketch styles and presentation
techniques through visual arts learning.
The field of visual arts education is combined to strengthen teachers ‘perceptions of
developing their teaching style into preschoolers’ education. Through the foundation of
artistic education, teachers can encourage children to achieve high levels of improvement in
the field of visual arts (Van Kuyk, 2011). Furthermore, the exchange of ideas between the
activities and the directions of the work can be integrated into the artistic work of visual art.
As stated by Musa et al. (2019) teachers need to adapt to a more scholarly approach to visual
arts education. Visual arts education needs to be combined with the needs and teaching that
are in line with the current practice of teachers and parents’ readiness. According to
Nagamachi (2002), the visual arts education approach can express and anticipate the
initiator’s personal feelings through image portrayal. Additional, the emotions and personal
insights that are generated apply to the external of the visual art in a distinctive style.
METHODOLOGY
A qualitative approach is based on participatory observations towards fundamental activities
and visual art sketches are being implemented. Participatory observation is a qualitative
research method in which researchers act to observe towards a focus on a specific children
groups. Support and determination is a reflection classification in which researchers
accomplish to perceive a focus on selective children as audience. According to Ahi and
Tabak (2020), with the use of appropriate methods, researchers can recognise the important
role of participants in finding comprehensive points of significance. In certain circumstances,
researchers need to participate in specific children group activities with artistic activities.
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These particular research techniques been conducted while the researchers are in the field.
Researchers need to act as observers and act as participants to study the continuity of visual
art sketching activities. This condition provides an opportunity for the researchers to get
better information about the focus of the study. Through observation, researchers are able to
find out about things that happen in the culture of children's sketch learning. This condition
opens the beliefs that focus on research through participatory observation with children.
Observations on participants were also used by researchers to collect data qualitatively
through careful observation. According to Blomgren (2019), the use of qualitative methods
can foster data through field notes, interviews, sketches, photographers and video recordings.
Moreover, to structure the data collection and management, researchers use the
supported approach while handling a sketch program. In the beginning, the phase of sharing
activities on the elements and principles of visual arts education as well as fundamental
sketch techniques are explained to the teachers in advance. This participating should be stated
as a preliminary explanation so as not to concern the activity procedure. Towards the
approach, the time taken to explain to teachers is one hour of technical planning and
explanation. Lampert (2006) proposes an approach to inquiry-based teaching techniques that
will enhance critical thinking. Furthermore, the proposes towards aesthetically and creatively
are inclusive approach from the art class can stimulate students’ higher thinking. A focus on
visual arts activities in the classroom is a plan from activity to develop professional expertise
for teachers. Figure 2 shows a sketch of a children’s image assignment during the class
session. According to Ramli and Musa (2020), the formation session for teachers or
instructors is should be conducted before any kind of teaching action exploration activities
being conducted. Vecchi (2010) has stated “researchers should apprehend the approach by
the ability while to recognize aesthetics that can be explained through the understanding of
values, the creation of ideas, the discovery of emotions and the control of emotions” (p. xxi).
Figure 2. Image of the Vehicle
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Every initial sharing and explanation needs to be communicated to members and
participants involved in the program as an enlightenment step before facilitates the activity
procedure. The purposive sampling is indicated for constructed program design is used as a
focus for the planning involved in teaching and learning activities. Arnold (2020) proposes
that purposeful sampling be used to ensure that program criteria in the visual arts professional
practice are answered. Towards the fundamental sketches, the focus of the teachers and the
children involved can be developed and strengthened. Therefore, it is important in the art
program to communicate the purpose and objectivity of the sketch program directly to the
participant. Additionally, teachers are demanded to perform three phases of assignment by
sketching. Among the tasks, the participant has to draw sketches of my dream vehicle, my
dream house and my family members. Teachers should take 20 minutes to 30 minutes while
monitoring each child’s assignment to be complete as a sketch. Document analysis
approaches are used to analyze and evaluate sketches that produce by preschool children.
Researchers view on Nae (2019) approach to reconstructive research with a combination of
document analysis visually including a comprehensive overview of the actions and contexts
involved. Moreover, the approach of document analysis is seen by researchers concerning
semiotic aspects and formal features of verbal discovery, the interpretation of participants’
state of the art programs in emotion, entrance and action (Pintilie, 2014).
Figure 3. Image of a Dream House
According to Koster (2012), exposure and supervision of creative arts subjects can
encourage children to explore and develop positive emotions in the situation of self-
reflection. From the procedures used, researchers can identify the abilities and weaknesses of
preschool children applying sketching and outline techniques through assignments delivered
by teachers. The design of the research on the program that is being conducted opens up
condition for preschooler-centred education. Zakaria et al. (2020) have stated that the design
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method is the phase of concentration towards data processing based on a systematic network
of data forms. Taylor (2020) discusses the function and approach of a creative program as
allowing teachers and students to collaborate artistically through critical thinking in problem-
solving activities. Sketching activities in the program provide a learning opportunity for
preschoolers to create considerably focused sketch work. Teachers and children work
together to achieve aesthetic understanding and subjectivity through activities. The term
development of skills in activities has been viewed as a condition of professional learning
procedures. Significant of artistic activities such as workshops and exercises aimed at
enhancing teaching and learning as cited from Fullan (2007), Wei et al. (2009), Stewart
(2014) and Overstreet (2017). The level of context in particular artwork is presented can
explain the categories of information that will be achieved through the participants of the
teachers and children. Through visual art activities, the themes can enhance preschoolers’
perceptions of understanding fundamental sketch. Figure 3 shows a sketch for a children’s
home image assignment. To facilitate activities, teachers are assisted children to comprehend
important themes as the basis of the activity domain.
Figure 4. Sketches of Family Members
The process of content validity should involve the use of experts in visual arts and
science, education, assessment and creativity as mentioned by Wilson and Presley (2019).
Designing activities combined with motivational aspects has the impact of sharing the
production of visual artwork. Understanding visual art education requires that teachers
monitor preschool children to adapt their personality to their development and sketch skills.
The fundamental s understanding should be combined with the requirements and factors of
image composition through the skills of the teachers. According to Nagamachi (2002),
through the visual arts education approach aims to express and anticipate artistic feelings
through images and objects. Figure 4 shows a sketch of a family-based image project from
children. Additionally, sketches produced by preschool children necessitate being performed
individually and in groups.
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Approaches and mechanisms for developing fundamental sketches in visual arts
education to achieve; (i) preschool children can recognize the visual image and develop a
sense of learning in shaping their learning knowledge; and (ii) preschool children can learn
sketch techniques through personal artistic experience.
Figure 5. Sketch Activities as in a Group
According to Gibson (1979), ongoing artistic activity should be utilized to determine
the attention of an individual with potential behaviour and actions. Furthermore, Williams
(2019) found that an approach through the artistic program would open up individual
improvement opportunities according to an understanding of art and design focus elements.
The motivations of performance-focused on exposing children and teachers to creative
programs. Artistic programs are part of the concept to enhance children’s learning in the
classroom. Figure 5 shows an ambience of group activity performed by the children in the
classroom. In the progression of the activity, preschoolers’ artistic thinking engagement with
a fundamental sketch learning skills needs to be focused. To derive the activity, researchers
are conducting projects while collecting data and facts. Ramli and Musa (2020) further
stressed that the experience in visual art-making with teachers and children would be
conducted in an artistic program.
Researchers make participatory observations and digital visual recordings would be
used to analyze and identify teachers’ personality. It is necessary for the phasing procedure
during visual arts instruction to be incorporated into the artistic subject matter. Researchers
determine assignments (themes) through instructions shared with preschool children for the
creation of sketches. Twigg and Garvis (2010) identified the need for artistic aspects in the
development of children’s teaching. They propose a prescriptive structure for preschool
children to encourage the subject of visual arts education at school and home. Thorburn
(2020) finds that the objective of the artistic methodology must be to differentiate the creative
information from the regular. Through the supervision of researchers, teachers cooperate to
carry out thematically as they are focused on preschool children. The presentation of the
artwork was done on a neatly drawn sketch paper and documented for further reference.
During the activity process:
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Referring to the assignment instructions, researchers need preschool children
individually to succeed in a series of collective tasks. The sketch activity was chosen to
measure the detailed artistic information. By selecting the developmental phase, the artistic
learning of the preschool children’s and visual arts would be able to be conducted. Wright
(2012) recognizes visual arts education as an important component in the development of
high-quality children’s learning. By indicating to the process of program activities,
preschoolers’ skills need to be supported to manipulate the theme of the assignment
according to the suitability and natural state of the teaching. Lindo and Ceballos (2019) have
found that as children learn, the expressive of visual arts and media can be
used thematically to promote mental health as well as facilitate early awareness to practice
learning. In continuity, preschool children demonstrate the ability to incorporate thematic
images into themes in the presented work of the sketches. Collection of preschool children’s
sketch skills is prepared with the collection of artistic works upon completion of the program.
Selection and evaluation of children’s skill-building skills are made according to the
guidelines of formality through the measurement of elements and principles of visual art
language.
OUTCOMES OF VISUAL ART PROGRAM
The visual arts education program encompasses the opportunity for teachers and preschoolers
to appreciate the essence of sketching techniques. The idea and conceptual structures that
underpin visual arts education work well in the context of ‘theme manipulation’ with the
guidance of teachers. Furthermore, Salem et al. (2006) express an understanding of visual art
through works that bring artistic meaning and personal balance to aesthetic judgment.
Through the visual arts education approach, children’s exposure through sketching programs
is designed to gain knowledge while enhancing their understanding of learning the artistic
culture. As stated by Rainford (2020) teachers should explore the role of creativity that
enhances children’s confidence and demonstrates educational effectiveness.
Teachers need to encourage preschoolers to do their assignment (the construction of
imagination) within a set time frame during practice. By identifying the sources of ideas, the
construction of a defined work can be prepared by children. Figure 6 shows the composition
of the value added to the sketching image through children’s sketch activities. In particular,
the developmental needs of visual arts education are particularly needed in the teaching of
children, especially at primary and preschool levels (Smyth & Davis, 2016). This is because
preschoolers’ internal personal experiences can meet the external expressions towards the
subject of the visual arts. In keeping with the requirements of the visual arts education
subject, the interaction of ideas by teachers influences the state of the artistic experience.
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Figure 6. Addition Value to Sketch Image
Planning and practising the theme assignments for preschool children is through; (i)
dimensions of senses while learning and play; (ii) the purpose of image manipulation and
aesthetic understanding; and (iii) cooperation of preschool children’s personality in the arts.
The benefits of artistic theme would be functioning the character and transition
between child interaction and role-playing. According to Christensen (2004) and Cupchik
(1995), they discussed the aesthetic aspects of several domains thematically. They have stated
matter that related to visuals and highlights the appearance and quality of the sketches. Every
work produced by children aims to stimulate the artistic response of teachers. Follari and
Navaratne (2019) find a way by integrating visual arts into their skills as they support to
prepare the future by providing opportunities for practice creativity, communication, critical
thinking and collaboration. This procedure is part of the work-sharing phase that developed
following the scope of the essential sketch research objective. Based on these concepts, the
transformation of the manipulation of sketch patterns has determined the adaptation of
preschool children to the physical subject of visual arts education. Plows (2014) elaborate
that the inclusion of guided teaching subjects enhances the awareness and potential of visual
arts skills for teachers to teach children. Preschoolers’ have to involved in artistic needs and
practice in ‘transforming’ the ideas to initiate the sketch learning goal. It is the essence and
process that transforms the field of visual arts education into a thematic medium of teaching
and learning activity.
CONCLUSION
On a natural basis, teachers show their cooperation and responsibility throughout the thematic
sketch research process for preschool children. Moreover, the field of visual arts education
opens up opportunities for remarkable teachers who are still in the process of experimenting
with sketching techniques. Every work produced by children opens the stimulus for artistic
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action in the teaching pedagogy. The sharing and range of activities involve individual
postgraduate students who are trained as mentors. Furthermore, preschool children are
assisted by teachers and program administrators who provide endless support. Specifically,
thematic sketching activities for preschool children have been documented to be shared for
general educational purposes. To achieve the optimum level of teaching, the entire
organization of thematic sketching activities strives to sustain and focused on the visual art
style. Research into this sketch program facilitates the precise and specialized knowledge
required by organizations’ efforts to improve visual arts education. The sketch program opens
up important perspectives for teachers and children artistic development. The thematic and
creative experiences are meaningful for the process of learning in social interaction.
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