This study investigates the structural underpinnings that connect visual arts education and literacy development in fifth graders. We aimed to identify a fundamental element that bridges these seemingly disparate subjects, fostering a more holistic learning experience.
Grounded in implementation of the national curriculum, the research examined data from multiple fifth-grade classes known for their emphasis on visual arts instruction and development of metacognitive skills. We created targeted assessment tools to evaluate knowledge in both visual arts (fields, genres, elements, and principles) and native language literacy (analysis, interpretation, knowledge construction, and metacognition). Advanced statistical techniques (canonical correlation and MANOVA) were used to analyze the relationships between these core components of each subject. The analyses revealed significant differences (p < 0.000) across all literacy and visual arts variables in a sample of 1389 students, indicating a strong potential connection. Additionally, the first identified canonical variate explained nearly 40% of the variance in these relationships. This suggests a core element might be influencing both visual arts and literacy skills. By identifying this structural bridge, the study aimed to contribute to a deeper understanding of how visual arts and literacy can be integrated for a more well-rounded educational experience in elementary schools.

Authors:
Ia Aptarashvili, Ivane Javakhishvili Tbilisi State University, Georgia
Mzia Tsereteli, Ivane Javakhishvili Tbilisi State University, Georgia

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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