Page 121 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Reconsidering Contemporary Approaches to Teaching Art History

tive instruments. Participatory observation was carried out during student-
led teaching demonstrations and documented through observational notes
focusing on student engagement, instructional strategies, and interaction
patterns. In addition, document analysis was conducted on student-pro-
duced artefacts, including lesson plans, teaching materials, and digital re-
sources designed for secondary-school art history contexts. Reflective doc-
umentation comprised students’ written reflections and portfolio entries,
alongside the research notes. Finally, group discussions and feedback ses-
sions following each teaching demonstration were summarised in written
form. The use of multiple data sources enabled methodological triangula-
tion and enhanced the credibility of the findings.

Results
The activities conducted within the elective course demonstrated several
forms of student engagement through multisensory teaching and learning,
formative assessment, flipped-classroom, authentic learning, and digitally
supported approaches. In the multisensory segment, students carried out
tasks designed to prioritise senses other than sight. One student illustrated
the acoustic design of an ancient Greek theatre.⁵The activity began with
the student clapping her hands while the other participants were instructed
to consciously monitor the volume of the sound. The group was then in-
structed to model the spatial configuration of a Greek theatre using their
hands: the thumb represented the orchestra – the area where actors per-
formed – while the palm and remaining fingers symbolised the theatron,or
seating area (Figure 1). Participants were subsequently asked to put their cup
one hand around one ear as the student clapped her hands again. The result-
ing increase in sound volume was clearly evident, effectively demonstrat-
ing how the theatre’s semicircular structure ensured effective sound distri-
bution.
Within the formative assessment activity, students were tasked with ana-
lysing the questions in their recent lesson plans; they wrote out all the ques-
tions, classified them according to the cognitive processes they triggered,
reflected on their effect, and tried to improve or replace them with more ap-
propriate ones. During subsequent teaching demonstrations, students ob-
servedthatwell-constructedquestionsincreaseddiscussionquality,enabled
more focused explanations, and encouraged higher motivation to partici-
pate.

⁵The activity was envisioned by MA student Nika Curać in 2024.

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