Samsul Alam, 0205616005 (2021) Pendidikan Seni Rupa Berbasis Budaya Visual Pada Anak Usia Dini (Studi Tentang Implementasi Budaya Yisual dalam Pembelajaran Seni Rupa di TK Negeri Pembina Semarang). Doctoral thesis, UNNES.

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Abstract

The use of visual culture in art education is a means of developing creativity in creating cultural novelty. Art education that applies a cultural approach needs to be developed because through this approach one of the goals of education can be achieved, namely to form a whole human being comprehensively. The multidisciplinary nature of art education is to develop basic human abilities in the physical, perceptual, intellectual, emotional, social, creativity and aesthetic dimensions. Therefore a research question arises, namely, what are the forms and characteristics of early childhood art based on visual culture? What are the components of learning visual art based on visual culture for early childhood ?, and what is the role of visual art based on visual culture in early childhood development tasks? Thus, a study aimed at analyzing the forms and characteristics of early childhood visual arts based on visual culture, analyzing the components of learning art for early childhood based on visual culture, and analyzing the role of visual arts based on visual culture in early childhood development tasks. The approach used in this research is qualitative research. The object under study is a visual culture that is implemented in early childhood art learning. The research design used is grounded theory research to analyze and interpret literature and responses (data) obtained from observations, interviews and documentation. The data in this study came from students, teachers, children's art works, and teacher documents. This research includes more than one finding about visual cultural objects that are integrated in early childhood fine arts learning, namely analysis of the forms and characteristics of early childhood art based on visual culture using artistic development theory, analysis of visual culture-based early childhood art learning components. using learning component theory, and analyzing the role of visual arts based on visual culture in early childhood development tasks using child development theory. The works of art produced by each child are different from one another. This is because children have their own perceptions in expressing ideas based on the results of their observations. The nature of the expression of children's images is reflected in the honesty of children to describe their ideas or observations based on the child’s own point of view. There are three types of children's drawing forms, namely visual, haptic and visual-haptic mixed with various characteristics such as organic, lyrical, expressionism, structural form, Schematic, romantic, literally, and a mixture of various drawing styles. Art learning activities based on ix visual culture in early childhood have components, namely objectives, learning materials, learning strategies and models, media, and evaluation. Visual arts education based on visual culture in early childhood has a role in children's development, such as; 1) cognitive development with emerging aspects is the ability to observe, the ability to think critically and creatively, and the ability to solve problems; 2) the emerging aspects of language development are vocabulary and communication development; 3) aspects of social development that emerge are self-awareness, self-management, decision making, relationship skills and social awareness; and; 4) the motor development aspects that arise are finger muscle development, writing skill development, and eye and hand coordination.

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