Constructivist learning theory and logopedagogy in arts education

Miroslav D. Drljača


The research referenced in this paper falls into the categories of qualitative, empirical, non-experimental action research, as well as ethnographic and art-based research. The target population consists of students enrolled in senior years of primary school and students of general secondary schools (gymnasiums). The research sample included 425 primary school and gymnasium students, and the empirical research put emphasis on qualitative methods and data collection through systematic observation, interviews and content analysis of student art projects.

Since arts education in school is inherently creative, it is marked by significant characteristics of constructivism. Classes of this kind seek to overcome the shortcomings of minimal hours through the benefits of collaborative learning, project-based learning (PBL), research-based learning (RBL) and action learning, as well as other methodological strategies. In order for students to take a stand towards their own learning and assume responsibility for it, they must recognise meaning in what they are learning and creating. This is why it is necessary to enrich the teaching methods currently used in arts education with the digital media accessible to students. In this paper, constructivism and logopedagogy are considered as particular approaches to learning and arts education. The findings of this empirical research show that arts education can be significantly improved and made more interesting for students by relying on logotherapeutic principles and logopedagogical methods.

Key words: action research; arts education; extracurricular activities; project-based education; social networks

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