Quest technology in art classes in high school

Authors

DOI:

https://doi.org/10.32405/2308-8885-2021-1(99)-26-31

Keywords:

quest, pedagogical, quest technology, quest lesson, integrated course “Art”, pupils

Abstract

This article is about the problem of using quest-technologies in general secondary school education. We know that the meaning of the word “quest” has different interpretations and it`s seen as an educational technology or a method of the project activity

The quest’s potential allows it to be successfully used in the educational process and during the artwork because of its effectiveness as a way of activating the cognitive activity of pupils. That sends participants to find the necessary information, analyze it, systematize and solve the tasks with the creative and innovative solutions. It forms the pupils` key and specific competence.

Quest is used in collective, group, individual, distance and mixed forms of studying and has similarities with other play and project technologies. There are the next characteristics of quest: its variability of forms and content, interactive format of educational material.

There are educational quests and web quests. We use several kinds of quest technologies: escape room, reality quest, quest performance, Morpheus.

Online quest includes its application during the summarizing of knowledge and using by pupils under the new conditions.

The specificity of the quest technology in Art classes is that the pupils develop their motivation to discover the world of Art and express their esthetic understanding in the course of tasks. The pupils introduce knowledge of different subject areas, synthesize knowledge of artistic and musical expressiveness, they create compositions with original ideas and forms of realization of artistic images.

The article says how to use the quest technology in the study of the topic “Art of the far-western cultural region” of the school integrated course “Art” in the tenth grade (Topic 3, the program for the general school education (Standards for the tenth-eleventh grades)

References

Zhelizniak, L.D. Tekhnolohiia «Veb-kvest” na urokakh informatyky [Technology of «Web-quest” is on the lessons of informatics]. Retrieved from: http://osvita.ua/school/lessons_summary/edu_technology/30734/ (in Ukrainian)

Huryn O.M. (2015) Multicultural education of high school students in the interaction of secondary schools and art museums. Extended abstract of candidate’s thesis. Kyyiv: NAPN Ukrayiny, Inst. problem vykhov (in Ukrainian)

Kononets, N.V. (2012). Pedahohichni innovatsii vyshchoi shkoly: resursno-oriientovane navchannia. [Pedagogical innovations of higher school: resource-oriented studies]. Pedahohichni nauky : zb. nauk. pracz’, vyp. 54, pp. 76–80. (in Ukrainian)

Krasnova N. M. (2012) Pedagogical conditions of formation of world reflection in pupils of 5–7 classes of specialized comprehensive schools of art profile in the process of art activity. Horyzonty osvity. Psykholohiya. Pedahohika : nauk.-metod. Zhurn, 3 (36), рр. 116–121 (in Ukrainian)

Perepelytsya, S. V. (2017) Veb-kvest yak zasib stvorennya rozvyvalʹnoho seredovyshcha na suchasnomu urotsi ukrayinsʹkoyi movy i literatury ta u pozaurochniy roboti [Web-quest as a means of creating a developmental environment in the modern lesson of Ukrainian language and literature and in extracurricular activities]. Ukrayinsʹka mova i literatura v shkolakh Ukrayiny. 10, рр. 40–44. (in Ukrainian)

Sokol I. M. (2013) Veb-kvest yak innovatsiynyy metod formuvannya tvorchoyi osobystosti [Web-quest as an innovative method of forming a creative personality] Osvita ta rozvytok obdarovanoyi osobystosti. 2 (9), рр. 28–31. (in Ukrainian).

Published

2021-03-11

How to Cite

Krasnova, N. M., & Timofeieva, I. P. (2021). Quest technology in art classes in high school. Art and Education, (1 (99), 26–31. https://doi.org/10.32405/2308-8885-2021-1(99)-26-31