Preliminary Study Research Gaps in Visual Art Education (Teaching and Learning Perspectives)

Abstract

Over the past few years, there has been an increase in literature about teaching and learning. The scope of visual art education studies is too large, and some of its related components are under-researched. This study examines the research gap in visual art education based on teaching and learning perspectives. Following on, this study highlighted the meaning of preliminary study as well as the terminology of seven research gaps, 1) theoretical gap, 2) knowledge gap, 3) practical-knowledge gap, 4) evidence gap, 5) methodological gaps, 6) empirical gap, and 7) population gap. This paper reviewed three articles, Article 1: An interactive approach to learning and teaching in visual arts education by Tomljenovic in 2015, Article 2: Project based learning pedagogical design in STEAM art education by Ahmad Dasuki Mohd Hawari & Azlin Iryani Mohd Noor in 2020 and Article 3: Mental models of prospective visual arts teachers toward visual arts education by Hicyilmaz in 2021 by using comparative analysis. The analysis and discussion of preliminary studies of the three articles involved 1) A compendium, 2) Similarities and Differences based on Teaching and Learning Perspectives including teaching approaches, teaching methods, teaching modes, teaching strategies, learning theories, learning environment, and classroom environment, and 3) Research Gaps revealed by the types. The results of the three articles being reviewed can be beneficial to individuals, researchers, art educators, academicians, stakeholders, institutions, ministries, expertise, and many more to establish and generate relevant research, and extended research regarding visual art education that is specifically into teaching and learning perspectives.