Academic literature on the topic 'Visual arts and media arts, n.e.c'

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45–60. https://doi.org/10.1038/srep15999 An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students’ Mathematical Abilities. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1). https://doi.org/10.21977/d99112867 Austin, A. M. B., Blevins-Knabe, B., Ota, C., Rowe, T., & Lindauer, S. L. K. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181–1198. https://doi.org/10.1080/03004430.2010.520711 Barrett, J. E., Cullen, C., Sarama, J., Miller, A. L., & Rumsey, C. (2011). Children ’ s unit concepts in measurement : a teaching experiment spanning grades 2 through 5. 637–650. https://doi.org/10.1007/s11858-011-0368-8 Basco, R. O. (2020). Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance. International Educational Research, 3(2), p1. https://doi.org/10.30560/ier.v3n2p1 Bausela Herreras, E. (2017). Risk low math performance PISA 2012: Impact of assistance to Early Childhood Education and other possible cognitive variables. Acta de Investigación Psicológica, 7(1), 2606–2617. https://doi.org/10.1016/j.aipprr.2017.02.001 Buchoff, R. (2015). Childhood Education. January. https://doi.org/10.1080/00094056.1995.10521830 Clements, D. H. (2014). Geometric and Spatial Thinking in Young Children. In Science of Advanced Materials (Vol. 6, Issue 4). National Science Foundation. https://doi.org/10.1166/sam.2014.1766 Clements, D. H., Baroody, A. J., Joswick, C., & Wolfe, C. B. (2019). Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition. XX(X), 1–22. https://doi.org/10.3102/0002831219842788 Clements, D. H., Swaminathan, S., Anne, M., & Hannibal, Z. (2016). Young Children ’ s Concepts of Shape. 30(2), 192–212. Cross, C. T., Woods, T., & Schweingruber, H. (2009). Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity. The National Academies Press. Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. https://doi.org/10.1037/a0025510 Geary, D. C. (2012). Learning Disabilities and Persistent Low Achievement in Mathematics. J Dev Behav Pediatr., 32(3), 250–263. https://doi.org/10.1097/DBP.0b013e318209edef.Consequences Gejard, G., & Melander, H. (2018). Mathematizing in preschool : children ’ s participation in geometrical discourse. 1807. https://doi.org/10.1080/1350293X.2018.1487143 Harususilo, Y. E. (2020). Skor PISA Terbaru Indonesia, Ini 5 PR Besar Pendidikan pada Era Nadiem Makarim. https://pusmenjar.kemdikbud.go.id/ Hsiao, T. (1999). Romanticism with Deep Affection: Selected Articles About the Music of Hsiao Tyzen (Hengzhe Lin (ed.)). Wang Chun Feng Wen Hua Fa Xing. Kasuya-Ueba, Y., Zhao, S., & Toichi, M. (2020). The Effect of Music Intervention on Attention in Children: Experimental Evidence. Frontiers in Neuroscience, 14(July), 1–15. https://doi.org/10.3389/fnins.2020.00757 Kołodziejski, M., Králová, P. D. E., & Hudáková, P. D. J. (2014). Music and Movement Activities and Their Impact on Musicality and Healthy Development of a Child. Journal of Educational Revies, 7(4). Kristanto, W. (2020). Javanese Traditional Songs for Early Childhood Character Education. 14(1), 169–184. Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2020). When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge. Journal of Experimental Child Psychology, 195, 104846. https://doi.org/10.1016/j.jecp.2020.104846 Logvinova, O. K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 233(May), 206–210. https://doi.org/10.1016/j.sbspro.2016.10.203 Lopintsova, O., Paloniemi, K., & Wahlroos, K. (2012). Multicultural Education through Expressive Methods in Early Childhood Education. Ludwig, M. ., Marklein, M. ., & Song, M. (2016). Arts Integration: A Promising Approach to Improving Early Learning. American Institutes for Research. Macdonald, A., & Lowrie, T. (2011). Developing measurement concepts within context : Children ’ s representations of length. 27–42. https://doi.org/10.1007/s13394-011-0002-7 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Kluwer Academic Publishers. Maričić, S. M., & Stamatović, J. D. (2017). The Effect of Preschool Mathematics Education in Development of Geometry Concepts in Children. 8223(9), 6175–6187. https://doi.org/10.12973/eurasia.2017.01057a Missall, K., Hojnoski, R. L., Caskie, G. I. L., & Repasky, P. (2015). Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243 Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22(11), 1425–1433. https://doi.org/10.1177/0956797611416999 Nketia, J. H. K. (1982). Developing Contemporary Idioms out of Traditional Music. Studia Musicologica Academiae Scientiarum Hungaricae, 24, 81. https://doi.org/10.2307/902027 Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421. https://doi.org/10.1016/j.jecp.2013.03.007 Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 00(00), 1–20. https://doi.org/10.1080/15248372.2020.1832098 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7 Papadakis, Stamatis, Kalogiannakis, M., & Zaranis, N. (2016). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Paul, T. (2019). Mathematics and music : loves and fights To cite this version. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently, (2016). Phyfferoen, D. (2019). The Dagbon Hiplife Zone in Northern Ghana Contemporary Idioms of Music Making in Tamale. 1(2), 81–104. Purpura, D. J., Napoli, A. R., & King, Y. (2019). Development of Mathematical Language in Preschool and Its Role in Learning Numeracy Skills. In Cognitive Foundations for Improving Mathematical Learning (1st ed., Vol. 5). Elsevier Inc. https://doi.org/10.1016/b978-0-12-815952-1.00007-4 Ribeiro, F. S., & Santos, F. H. (2020). Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia. Frontiers in Psychology, 10(January), 1–15. https://doi.org/10.3389/fpsyg.2019.02888 Roa, R., & IA, C. (2020). Learning Music and Math, Together as One: Towards a Collaborative Approach for Practicing Math Skills with Music. In I. T. (eds) Nolte A., Alvarez C., Hishiyama R., Chounta IA., Rodríguez-Triana M. (Ed.), Collaboration Technologies and Social Computing. Col (Vol. 26, Issue 5, pp. 659–669). https://doi.org/https://doi.org/10.1007/978-3-030-58157-2_10 Sarama, J., & Clements, D. H. (2006a). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112–134. Sarama, J., & Clements, D. H. (2006b). Mathematics in early childhood. International Journal of Early Childhood, 38(1). https://doi.org/10.1007/bf03165980 Sarkar, J., & Biswas, U. (2015). The role of music and the brain development of children. 4(8), 107–111. Sheridan, K. M., Banzer, D., Pradzinski, A., & Wen, X. (2020). Early Math Professional Development: Meeting the Challenge Through Online Learning. Early Childhood Education Journal, 48(2), 223–231. https://doi.org/10.1007/s10643-019-00992-y Silver, A. M., Elliott, L., & Libertus, M. E. (2021). When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety. Journal of Experimental Child Psychology, 201, 104992. https://doi.org/10.1016/j.jecp.2020.104992 Sterner, G., Wolff, U., & Helenius, O. (2020). Reasoning about Representations: Effects of an Early Math Intervention. Scandinavian Journal of Educational Research, 64(5), 782–800. https://doi.org/10.1080/00313831.2019.1600579 Temple, B. A., Bentley, K., Pugalee, D. K., Blundell, N., & Pereyra, C. M. (2020). Using dance & movement to enhance spatial awareness learning. Athens Journal of Education, 7(2), 153–167. https://doi.org/10.30958/aje.7-2-2 Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249–259. https://doi.org/10.1016/j.ecresq.2020.05.002 Tsai, Y. (2017). Taiwanese Traditional Musical Idioms Meet Western Music Composition: An Analytical and Pedagogical Approach to Solo Piano Works by Tyzen Hsiao. http://aquila.usm.edu/dissertations/1398 Upadhyaya, D. (2017). Benefits of Music and Movement in young children. Furtados School of Music. https://www.linkedin.com/pulse/benefits-music-movement-young-children-dharini-upadhyaya Vennberg, H., Norqvist, M., Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (2018). Counting on: Long Term Effects of an Early Intervention Programme. 4, 355–362. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148101 Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-, K., & Newcombe, N. S. (2015). The Shape of Things : The Origin of Young Children ’ s Knowledge of the Names and Properties of Geometric Forms. 8372(October). https://doi.org/10.1080/15248372.2015.1016610 Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., & Markley, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly, 53, 329–342. https://doi.org/10.1016/j.ecresq.2020.04.002 Wardani, I. K., Djohan, & Sittiprapaporn, P. (2018). The difference of brain activities of musical listeners. 1st International ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI-NCON 2018, 181–184. https://doi.org/10.1109/ECTI-NCON.2018.8378307 Winter, E., & Seeger, P. (2015). The Important Role of Music in Early Childhood Learning. Independent School. Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education, 04(07), 1–10. https://doi.org/10.4236/ce.2013.47a1001

Andrea Acri, Helen Creese, and Arlo Griffiths (eds), From Laṅkā Eastwards: The Rāmāyaṇa in the literature and visual arts of Indonesia (Dick van der Meij) Michael Arthur Aung-Thwin and Kenneth R. Hall (eds), New perspectives on the history and historiography of Southeast Asia: Continuing explorations (David Henley) Steven Farram, A short-lived enthusiasm: The Australian consulate in Portuguese Timor (Hans Hägerdal) R. Michael Feener, Patrick Daly and Anthony Reid (eds), Mapping the Acehnese past (William Bradley Horton) Geoffrey C. Gunn, History without borders: The making of an Asian world region, 1000-1800 (Craig A. Lockard) Andrew Hardy, Mauro Cucarzi and Patrizia Zolese, (eds), Champa and the archaeology of Mỹ Sơn (Vietnam) (William A. Southworth) Jac. Hoogerbrugge, Asmat: Arts, crafts and people; A photographic diary, 1969-1974 (Karen Jacobs) Felicia Katz-Harris, Inside the puppet box: A performance of wayang kulit at the Museum of international folk art (Sadiah Boonstra) Douglas Lewis, The Stranger-Kings of Sikka (Keng We Koh) Jennifer Lindsay and Maya H.T. Liem (eds), Heirs to world culture: Being Indonesian 1950-1965 (Manneke Budiman) Trần Kỳ Phương and Bruce M. Lockhart, The Cham of Vietnam: History, society and art (Arlo Griffiths) Krishna Sen and David T. Hill (eds), Politics and the media in twenty-first century Indonesia: Decade of democracy (E.P. Wieringa) Andrew N. Weintraub (ed.), Islam and popular culture in Indonesia and Malaysia (Andy Fuller) Meredith L. Weiss, Student activism in Malaysia: Crucible, mirror, sideshow (Richard Baxstrom) Widjojo Nitisastro, The Indonesian development experience: A collection of writings and speeches of Widjojo Nitisastro (J. Thomas Lindblad)

Se realizó un estudio con el objetivo de caracterizar la calidad del aire interior en tres museos ubicados dentro de la zona UNESCO N° 658 Patrimonio Cultural Mundial de la Humanidad. Se evaluó Humedad Relativa HR medida en % y temperatura medida °C, se recuperaron bacterias y hongos del aire por el método de sedimentación por gravedad, se caracterizó bacterias por el método Gram e identificó hongos por microcultivo. Se determinó una correlación inversa entre la HR y la Temperatura. Se caracterizaron, Streptococos G(+), Cocos aislados G(+), Cocos aislados G(-), Streptococos G(+), Stafilococos G(+), Bacilos G(+), Bacilos G(-), Filamentos G(+). Aspergillus sp., Mucor sp., Penicillium sp. La UFC/m3 de bacterias fue ligeramente mayor que la de los hongos. Todos los museos presentaron valores microbianos para el aire, entre medio y alto según la clasificación propuesta por la OMS.

The development of the industrial revolution 4.0 has a profound impact on the development of the world education which is a place to develop and create innovations with insight and character by the use of art and technology, the development of virtual reality based traditional arts. This is done in order to enrich information on art and culture learning, as well as to foster the cultivation of local culture as a nation's identity. Learning by using virtual reality is very supportive in art learning that has been developed in the video. The formulation of the problem in this study is how to develop video learning media on traditional Dayak art works in Kalimantan Tengah based on virtual reality at SMPN 2 Palangkaraya?. Research and Development (R&D) research methods are research methods used to produce certain products and test the effectiveness of these products. The research stages are potential and problems, data collection process, product design, design validation, design revision, product testing, product revision, product production, data analysis. In the development of video learning media for traditional Dayak art in Kalimantan Tengah based on virtual reality, that learning media products are developed based on the needs of an educational curriculum that is contained in teaching tools for appreciation of local arts, with content in arts crafts, sculpture, architecture, ceramics, traditional weapons. . The developed video will be uploaded in 10-15 minutes based on the number of learning meetings at SMPN 02 Palangka Raya, especially for class VII students. The development of this visual art learning media video is packaged in combining the capabilities of virtual reality technology, so that the learning process is more interesting, with the achievement of educational aspects, namely attitudes, knowledge and skills. Keywords: video, art, virtual, reality, education. AbstrakPerkembangnya revolusi industri 4.0 memberikan dampak dalam pada perkembangan dunia pendidikan yang merupakan suatu tempat untuk mengembangkan serta menciptakan inovasi dalam berwawasan serta berkarakter dengan pemanfaatan seni dan teknologi, yaitu pengembangan pada karya seni tradisi berbasis virtual reality. Hal ini dilakukan guna pengayaan informasi pembelajaran seni budaya, serta menumbuhkan penanaman budaya lokal sebagai identitas bangsa. Pembelajaran dengan mengunakan virtual reality sangat mendukung dalam pembelajaran seni yang telah di kembangkan dalam video. Adapun rumusan masalah dalam penelitian ini yaitu bagaiman mengembangkan video media pembelajaran pada karya seni rupa tradisional suku Dayak di Kalimantan Tengah berbasis virtual reality di SMPN 2 Palangkaraya? Metode penelitian Research and Development (R&D) adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu dan menguji keefektifan produk tersebut. Tahapan penelitian yaitu potensi dan masalah, proses pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, produksi produk, analisis data. Dalam pengembangan video media pembelajaran seni rupa tradisional Dayak di Kalimantan Tengah berbasis virtual reality, bahwa produk media belajar dikembangkan berdasarkan kebutuhan kurikulum pendidikan yang di muat dalam perangkat mengajar apresiasi seni rupa daerah setempat, dengan muatan seni kerajinan, patung, arsitektur, keramik, senjata tradisional. Video yang dikembangkan akan di muat dalam durasi 10-15 menit berdasarkan jumlah pertemuan pembelajaran di SMPN 02 Palangka Raya, khsusnya pada siswa kelas VII. Pengembangan video media pembelajaran seni rupa ini di kemas dalam memadukan kemampuan teknologi virtual reality, sehingga proses belajar lebih menarik, dengan capaian aspek pendidikan yaitu sikap, pengetahuan dan keterampilan.Kata Kunci:video, seni, virtual, reality, pendidikan. Authors: Iwan Pranoto : Universitas Palangka RayaZuly Daima Ufla : Universitas Palangka RayaJuli Natalia Silalahi : Universitas Palangka RayaIsna Herlina : Universitas Palangka RayaSagarli : Universitas Palangka Raya References:Ardipal, A. (2012). Kurikulum Pendidikan Seni Budaya yang Ideal bagi Peserta Didik di Masa Depan. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 11(1), 1-12.Dewi, D. K. (2016). Pengaruh Tingkat Pendidikan dan Motivasi Kerja Terhadap Kinerja Karyawan. Journal Bisma, 4(1), 1-15.Domingo, J. R., & Bradley, E. G. (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329-342.Fujiawati, F. S. (2016). Pemahaman konsep kurikulum dan pembelajaran dengan peta konsep bagi mahasiswa pendidikan seni. JPKS (Jurnal Pendidikan dan Kajian Seni), 1(1), 16-29.Harianto, W. E. (2014). Penerapan Media Pembelajaran Seni Rupa Berbasis Audio Visual Pada materi Batik Siswa Kelas VIII-B dan VIII-C SMP Negeri 1 Turi Lamongan. Jurnal Pendidikan Seni Rupa, 2(3), 34-44.Lase, D. (2019). Pendidikan di Era Revolusi Industri 4.0. Jurnal Sundermann, 1(2), 28-43.Nurseto, T. (2011). Membuat Media Pembelajaran yang Menarik. Jurnal Ekonomi & Pendidikan, 8(1), 20-31.Nusantara, T. (2018). Desain Pembelajaran 4.0. Prosiding Lembaga Penelitian Pendidikan (LPP) Mandala NTB. 1-16.Pranoto, Iwan. (2020). “Media Pembelajaran Seni Rupa”. Hasil Dokumentasi Pribadi: 01 Juni 2020, SMPN 2 Palangka Raya.Ratnanigsih, K. (2020). Pengembangan Media Pembelajaran Seni Budaya Berbasis Digital Eksotisme Lukisan Pada Caping. Jurnal Ilmiah Kependidikan, 3(2), 62-74.Retnanigsih, D. (2019). Tantangan Dan Strategi Guru Di Era Revolusi Industri 4.0 Dalam Meningkatkan Kualitas Pendidikan. Prosiding Seminar Nasional. 25-38.Setiaji, R. S. (2020). Smartphone Media Berkarya Seni Masa Kini. Jurnal Imaji, 18(1), 14-26.Sofa, T. M. (2020). Pembelajaran Seni Tari Dalam Menghadapi Tantangan Revolusi Industri 4.0. Jurnal Imaji, 18(1), 1-16.Suhaya. (2016). Pendidikan Seni Sebagai Penunjang Kreatifitas”.Jurnal Pendidikan dan Kajian Seni, 1(1), 1-14.Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Afabeta.Suryani, L. (2021). Penerapan Media Audio Visual untuk Meningkatan Perilaku Cinta Lingkungan pada Golden Age. Jurnal Obsesi, 5(1), 902-917.Trinawindu, I K. (2016). Multimedia Interaktif untuk Proses Pembelajaran. Jurnal Parabangkara, 19(23). 37-48.Zunaidah. F. N. (2016). Pengembangan Bahan Ajar Mata Kuliah Bioteknologi Berdasarkan Kebutuhan Dan Karakter Kebutuhan dan Karakter Mahasiswa Universitas Nusantara PGRI Kediri. Jurnal Pendidikan Biologi Indonesia, 2(1), 19-30.

Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18 August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9. Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003 Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394 Blanden, J. (2006). ‘Bucking the trend’: What enables those who are disadvantaged in childhood to succeed later in life? Pensions, (31), 36. Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. https://doi.org/10.1044/1058-0360(2011/10-0104) Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco: CA: Pfiffer. Davoudi, A. H. M., & Mahinpo, B. (2013). Kagan Cooperative Learning Model: The Bridge to Foreign Language Learning in the Third Millennium. Theory and Practice in Language Studies, 2(6), 1134–1140. Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, V ol. 80, pp. 497–515. https://doi.org/10.1348/000709910X493080 Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Gilles, G. (2015). Language Skills in Children: Development, Definition & Types. Retrieved from © copyright 2003-2020 Study.com. website: https://study.com/academy/lesson/language-skills-in-children-development- definition-types.html#transcriptHeader Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101 Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using pictures series technique to enhance narrative writing among ninth grade students at institución educativa simón araujo. English Language Teaching, 8(5), 45–71. https://doi.org/10.5539/elt.v8n5p45 Hadfield, J., & Hadfield, C. (2002). Simple Speaking Activities. Oxford: Oxford University Press. Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. J., & Fricke, S. (2017). Oral language skills intervention in pre-school—a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71–79. https://doi.org/10.1111/1460-6984.12257 Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238.Interpreting Jin, S. H., & Boling, E. (2010). Instructional Designer’s Intentions and Learners’ Perceptions of the Instructional Functions of Visuals in an e-Learning Context. Journal of Visual Literacy, 29(2), 143–166. https://doi.org/10.1080/23796529.2010.11674678 Johanson, M., & Arthur, A. M. (2016). Improving the Language Skills of Pre- kindergarten Students: Preliminary Impacts of the Let’s Know! Experimental Curriculum. Child and Youth Care Forum, 45(3), 367–392. https://doi.org/10.1007/s10566-015-9332-z Justice, L. M., & Pence, K. L. (2004). Addressing the Language and Literacy Needs of Vulnerable Children: Innovative Strategies in the Context of Evidence-Based Practice. Communication Disorders Quarterly, 25(4), 173–178. https://doi.org/10.1177/15257401040250040201 Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473. Kamaliah, N. (2018). Applying The Inside-Outside Circle (IOC) Towards Students’ Speaking Abilityat The Second Grade of SMA Inshafuddin. Getsempena English Education Journal (GEEJ), 5(2), 106–115. Kleeman, D. (2017). Media exposure during infancy and early childhood: the effects of content and context on learning and development. Journal of Children and Media, 11(4), 504–506. https://doi.org/10.1080/17482798.2017.1375219 Krčelić, P., & Matijević, A. S. (2015). A Picture and a Thousand Words: Visual Tools in ELT. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2015, 53(3/4), 110–114. Croatia. Lavalle, P., & Briesmaster, M. (2017). The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language. I.E.: Inquiry in Education, 9(1). Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes. Journal of Speech, Language, and Hearing Research, 52(December), 1401–1416. Mayer, R. E. (2009). Multi-Media Learning : Prinsip-Prinsip dan Aplikasi. Yogyakarta: Pustaka Pelajar. NICHD. (2000). The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network. Child Development, 71(4), 960–980. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11016559 Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, https://doi.org/10.1016/j.edurev.2019.100290 28(September), 100290. Oades-Sese, G. V., & Li, Y. (2011). Attachment Relationships As Predictors Of Language Skills For At-Risk Bilingual Preschool Children. Psychology in the Schools, 48(7), 274–283. https://doi.org/10.1002/pits Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112– 125. https://doi.org/10.1016/j.ecresq.2018.04.001 Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023 Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295X.112.1.43 Puriniawati, N. K., Putra, M., & Putra, D. K. N. S. (2014). Penerapan Model Pembelajaran Inside Outside Circle Berbantuan Media Balok Untuk Meningkatkan. E-Journal PG-PAUD Universitas Pendidikan Ganesha, 3(1), 10. Purnamawanti, R., Hartati, S., & Sa’adah, S. (2015). Pengaruh Model Pembelajaran Kooperatif Tipe Inside Outside Circle Terhadap Kemampuan Berkomunikasi Siswa pada Materi Organisasi Kehidupan. Jurnal Program Studi Pendidikan Biologi ISSN, 5(11–22), 1689–1699. https://doi.org/https://doi.org/10.15575/bioeduin.v5i1.2459 Sadiman, A. S. (2002). Media Pembelajaran dan Proses Belajar Mengajar, Pengertian Pengembangan dan Pemanfaatannya. Jakarta: Raja Grafindo Persada. Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of Language, Literacy, and Numeracy Learning. International Journal of Disability, Development and Education, 61(3), 189–193. https://doi.org/10.1080/1034912X.2014.932555 Singh, C. K. S., Mei, T. P., Abdullah, M. S., Othman, W. M., Othman, W. M., & Mostafa, N. A. (2017). ESL LearnersâPerspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progressive Education and Development, 6(4), 74–89. https://doi.org/10.6007/ijarped/v6-i4/3463 Singh, Y. K. (2005). Instructional Technology in Education. New Delhi: APH Publishing Corporation. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada. Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7. https://doi.org/10.1080/10888438.2011.536124 Vitulli, P., Santoli, S. P., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45–52. https://doi.org/10.5172/ijpl.2013.8.1.45 Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving Student’s Speaking Skill by Using Inside-outside Circle Technique (At English For Teen Level 5, LBPP LIA, Pekanbaru). Jurnal English Language Teaching (ELT), 1(2), 17–29. Walter, O., Gil-Glazer, Y., & Eilam, B. (2019). ‘Photo-words’: promoting language skills using photographs. Curriculum Journal, 30(3), 298–321. https://doi.org/10.1080/09585176.2019.1568270 Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write: Photos Prompt Middle Grades English Language Learners to Reflect upon and Write about Their Lives. Middle School Journal, 44(2), 6–13. https://doi.org/10.1080/00940771.2012.11461842 Zulminiati, & Hartati, S. (2019). Significant Sensory Stimulation Program Through the Use of Flash Card as Media of Toddler Language Development at Pre-Kindergarten. Advances in Social Science, Education and Humanities Research, 293(Nfeic 2018), 168–171. https://doi.org/10.2991/nfeic-18.2019.35

Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media References: Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Bates, A. (2016). The management of ‘emotional labour’ in the corporate re-imagining of primary education in England. International Studies in Sociology of Education, 26(1), 66–81. https://doi.org/10.1080/09620214.2016.1175959 Bates, A. (2019). Character education and the ‘priority of recognition.’ Cambridge Journal of Education, 49(6), 695–710. https://doi.org/10.1080/0305764X.2019.1590529 Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994 Berkowitz, M. W. (1933). The Science of Character. The Journal of Philosophy, 30(20), 557. https://doi.org/10.2307/2016365 Berkowitz, M. W., & Bier, M. C. (2004). Research Based Character Education. Annals of the American Academy of Political and Social Science, 591(January), 72–85. https://doi.org/10.1177/0002716203260082 Botvin, G. J., Epstein, J. A., Baker, E., Diaz, T., & Ifill-Williams, M. (2013). School-based drug abuse prevention with inner-city minority youth. The Etiology and Prevention of Drug Abuse Among Minority Youth, 6(I), 5–19. https://doi.org/10.4324/9781315827735-6 Carr, D. (2012). Educating the Virtues: Essay on the philosophical psychology of moral development and education. London: Routledge. Cobb, J. (2007). What’ll I do with the baby-o? Nursery rhymes, songs, and stories for babies. Vancouver: BC: Blacksheep Press. Damon, W. (1988). The moral child: Nurturing children’s natural moral growth. New York: Free press. Derlicki, J. (2005). Ethno-pedagogy - the curse or the cure? The role of the school among youth in Nelemnoe (Yakutia). Sibirica, 4(1), 63–73. https://doi.org/10.1080/13617360500070731 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and “vulnerability.” Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241 Fleer, M., & Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity, 17(2), 149–168. https://doi.org/10.1080/10749030903222760 Goodman, J. F. (2019). Searching for character and the role of schools. Ethics and Education, 14(1), 15–35. https://doi.org/10.1080/17449642.2018.1537989 Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7(1), 117–136. https://doi.org/10.1017/S0954579400006374 Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294. https://doi.org/10.1007/s10643-013-0610-9 Harahap, N., Kahar, I. A., & Nasution, L. H. (2018). Preservation of lullabies songs in forming character based on local wisdom. International Journal of Linguistics, Literature and Culture, 5(1), 32–42. https://doi.org/10.21744/ijllc.v5n1.479 Hariswari, K. P., & Iswidayanti, S. (2019). Catharsis : Journal of Arts Education Gending Rare : Its Potential As A Character Education Media Based on Local Authority in Denpasar City. 8(3), 352–362. Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer, 12(2), 258–276. https://doi.org/10.21009/biosferjpb.v12n2.258-276 Hendrix, R. E., Palmer, K. Z., Tashis, N., & Winner, M. G. (2013). The incredible flexible you: A social thinking curriculum for the preschool and the early elementary years. San Jose: CA: Think Social. Herliyana, & Rosmiati. (2018). Developing the Nationalism Character of Young Learners by Using Songs and Traditional Dances of Indonesia. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), 287–292. Hidayati, I., Handini, M. C., & Karnadi. (2018). Character education on Dendang saluang ( Traditional song Minangkabau ) in Nagari Saribu Rumah. International Journal of Advanced Education and Research, 3(3), 01–05. Ilari, B. (2018). Scaramouche Goes to Preschool: The Complex Matrix of Young Children’s Everyday Music. Early Childhood Education Journal, 46(1), 0. https://doi.org/10.1007/s10643-017-0842-1 Jeynes, W. H. (2019). A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681 Kotsonis, A. (2020). What can we learn from Plato about intellectual character education? Educational Philosophy and Theory, 52(3), 251–260. https://doi.org/10.1080/00131857.2019.1631157 Kurniawati, Y., Pranoto, S., & Hong, J. J. (2014). Developing Early Childhood’s Character Through Javanesenese Traditional Game. Indonesian Journal of Early Childhood Education Studies, 3(1), 68–72. https://doi.org/10.15294/ijeces.v3i1.9477 Lee, A. (2016). Implementing character education program through music and integrated activities in early childhood settings in Taiwan. International Journal of Music Education, 34(3), 340–351. https://doi.org/10.1177/0255761414563195 Lee, G. L. (2013). Re-emphasizing Character Education in Early Childhood Programs: Korean Children’s Experiences. Childhood Education, 89(5), 315–322. https://doi.org/10.1080/00094056.2013.830907 Lickona, T., Schaps, E., & Lewis, C. (2007). CEP ’ s of Effective Character Education Effective Character Education : Character Education Partnership. Mang, E. (2005). The referent of children’s early songs. Music Education Research, 7(1), 3–20. https://doi.org/10.1080/14613800500041796 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Netherlands: Kluwer Academic Publishers. Marshall, P. J., Bouquet, C. A., Thomas, A. L., & Shipley, T. F. (2010). Motor contagion in young children: Exploring social influences on perception-action coupling. Neural Networks, 23(8–9), 1017–1025. https://doi.org/10.1016/j.neunet.2010.07.007 MENTERI PENDIDIKAN NASIONAL. STANDAR PENDIDIKAN ANAK USIA DINI. , PERATURAN MENTERI PENDIDIKAN NASIONAL REPUBLIK INDONESIA NOMOR § (2009). Mullen, G. (2017). More Than Words: Using Nursery Rhymes and Songs to Support Domains of Child Development. Journal of Childhood Studies, 42(2), 42. https://doi.org/10.18357/jcs.v42i2.17841 Mutema, F. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Nakashima, D., Prott, L., & Bridgewater, P. (2000). Tapping Into the World’s Wisdom. UNESCO Sources, 1–24. Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chávez, M., & Solís, J. (2007). Children’s development of cultural repertoires through participation in everyday routines and practices. Handbook of socialization (In J. E. G). New York: Guilford Press. Selasih, N. N., & Sudarsana, I. K. (2018). Education Based On Ethnopedagogy In Maintaining And Conserving The Local Wisdom: A Literature Study. Jurnal Ilmiah Peuradeun, 6(2), 293–306. Sizer, T. R., & Sizer, N. F. (1999). The students are watching: Schools and the moral contract. Boston: Beacon. Smeyers, P., Smith, R., & Standish, P. (2010). The therapy of education: Philosophy, happiness and personal growth. Basingstoke: Palgrave Macmillan. Sukoyo, J. (2016). The Development of Javanesenese Songs Containing Character Values as a Learning Medium of Early Childhood Education. Widyaparwa, 44(1), 1–9. Yang, L. H., Kleinman, A., Link, B. G., Phelan, J. C., Lee, S., & Good, B. (2007). Culture and stigma: Adding moral experience to stigma theory. Social Science and Medicine, 64(7), 1524–1535. https://doi.org/10.1016/j.socscimed.2006.11.013 Zeidler, Dana L; Keefer, M. (2003). the Role of Moral Reasoning on Socioscientific Issues and.

This research aims to identify the implementation of multi-sensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multi-sensory learning. The result of this study showed that the use of multi-sensory learning could be more effective in maximizing learning. Through multi-sensory learning, teacher can involve students actively in the learning process and facilitate all students with different learning styles. Multi-sensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audio-visual technology and many schools do not implement the multi-sensory learning. Keywords: Multi-sensory learning, Elementary School, Audio-visual Media. References Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). Using multi-sensory instruction in managing classroom for effective teaching and learning. International Journal of Applied Engineering Research, 12(24), 15112–15118. Blomert, L., & Froyen, D. (2010). Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), 195–204. https://doi.org/10.1016/j.ijpsycho.2010.06.025 Jurban, S. (2011). Using Multi Sensory Approach for Teaching English Skills and Its Effect on Students ’ Achievement at Jordanian School. European Scientific Journal, 8(22), 50–61. Komalasari, M. D. (2005). Metode Multisensori untuk Meningkatkan Kemampuan Membaca pada peserta didik Disleksia di Sekolah Dasar. In Proseding Seminar Nasional PGSD UPY (pp. 97–110). Yogyakarta. Kusumaningtyas, D. (2016). Efektivitas Metode Multisensori Terhadap Kemampuan Menulis Anak Berkesulitan Belajarmenulis Kelas Ii Di Muhammadiyah Demangan Yogyakarta. Jurnal Pendidikan Luar Biasa, 3(1), 56. https://doi.org/https://doi.org/10.3929/ethz-b-000238666 Maliki, N. S. B. M., & Yasin, M. H. M. (2017). Application of Multisensory in Learning Alphabets Identification Skills for Special Education Students. Journal of ICSAR, 1(2), 150–154. https://doi.org/10.17977/um005v1i22017p150 Nurjanah, E. (2017). Metode Multisensori Terhadap Kemampuan Mengenal Lambang Bilangan 1-10 Pada Anak Autis. Jurnal Pendidikan Khusus, 1–10. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Praptiningrum, N., & Purwandari. (2009). Metode Multisensori untuk Mengembangkan Kemampuan Membaca Anak Disleksia di SD Inklusi. Jurnal Penelitian Ilmu Pendidikan. Sayyed, O. M. Al. (2013). The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities. Journal of International Education Research, 9(1), 75–82. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1010855&site=ehost-live http://journals.cluteonline.com/index.php/JIER/article/view/7502 Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006 Stoffers, M. (2011). Rowan Digital Works Using a multi-sensory teaching approach to impact learning and community in a second grade classroom. Retrieved from http://rdw.rowan.edu/etd%0Ahttp://rdw.rowan.edu/etd/110 Taljaard, J. (2016). A review of multi - sensory technologies in a Science , Technology , Engineering , Arts and M athematics ( STEAM ) classroom. Journal of Learning Design, 9(2), 46–55.

Naturalist intelligence of early childhood has a very big role in today's modern age as the basis for children to have environmental-loving behaviour. The purpose of this study was to determine the effect of Loose Parts learning media on the naturalist intelligence. This study uses a quasi-experimental method with data collection techniques through multiple intelligence tests of children's intelligence instruments. The subjects of this study were 17 children aged 5-6 years. The results showed that there was a significant effect of giving Loose Parts media to the naturalist intelligence of early childhood after seeing a difference between pre-test and post-test. The use of natural-based Loose Parts media can be a means for teachers to increase children's naturalist intelligence in kindergarten and be a development of conventional media made from manufacturers in the learning cycle so far. For further research, it is recommended to look at the influence of other factors on naturalist intelligence in early childhood. Keywords: Early Childhood, Loose Parts, Naturalist Intelligence References: Aljabreen, H. (2020). Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education. International Journal of Early Childhood, 52(3), 337–353. https://doi.org/10.1007/s13158-020-00277-1 Anjari, T. Y., & Purwanta, E. (2019). Effectiveness of the Application of Discovery Learning to the Naturalist Intelligence of Children About the Natural Environment in Children Aged 5-6 Years. International Conference on Special and Inclusive Education (ICSIE 2018), 296, 356–359. https://doi.org/10.2991/icsie-18.2019.65 Armstrong, T. (2002). You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences. Free Spirit Publishing Inc., 217 Fifth Ave., North, Suite 200, Minneapolis, MN 55401-1299. Asih, S., & Susanto, A. (2017). Peningkatan Kecerdasan Naturalis Pada Anak Usia 5-6 Tahun Melalui Model Pembelajaran Di Sentra Bahan Alam. Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini, 1(1). https://doi.org/10.24853/yby.1.1.33-38 Ata-Akturk, A., & Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: Beliefs and practices. International Journal of Early Years Education, 1–20. https://doi.org/10.1080/09669760.2020.1754174 Azizah, E. N. (2021). Peningkatan Kecerdasan Naturalis Melalui Kolase Bahan Alam Pada Anak Kelompok A TK Kemala Bhayangkari 54 Ngawi. Journal of Childhood Education, 5(1). https://doi.org/10.30736/jce.v5i1.491 Damayanti, A., Akbar, M., & Yufiarti, Y. (2019). The Interaction Effect of Learning Methods and Naturalist Intelligence Toward Children’s Art Creativity. Proceedings of the First International Conference on Technology and Educational Science. https://doi.org/10.4108/eai.21-11-2018.2282278 Diana, H., Diana, S., & Wulan, A. R. (2019). Hubungan antara kecerdasan naturalis dengan sikap lingkungan. Konferensi Internasional Tentang Biologi Dan Sains Terapan (ICOBAS). Ebrahimi, T. (2017). Effect of Technology on Education in Middle East: Traditional Education Versus Digital Education. In Digital Transformation in Journalism and News Media (pp. 519–531). Springer International Publishing. https://doi.org/10.1007/978-3-319-27786-8_38 Faridy, F., & Rohendi, A. (2021). The Role of Parents in Engaging Early Childhood to Implement 3R (Reduce, Reuse, Recycle). Proceedings of the International Conference on Engineering, Technology and Social Science (ICONETOS 2020), 529(Iconetos 2020), 483–486. https://doi.org/10.2991/assehr.k.210421.070 Fatonah, S., & Prasetyo, Z. K. (2018). Science Learning Model To Improve Naturalist Intelligence For Early Childhood. Sunan Kalijaga International Journal on Islamic Educational Research, 1(1), 34–50. https://doi.org/10.14421/skijier.2017.2017.11-03 Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Furi, A. Z., Harmawati, Denok, M., & B.A. (2019). Meningkatkan Kemampuan Kognitif melalui Penerapan Metode Eksperimen Menggunakan Media Loose Parts pada Anak Kelompok B. Emphaty Cons: Journal of Guidance and Counseling, 1(2), 7–19. Gardner, H. (1994). Frames Of Mind. New York, NY, Basic Books. Gibson, J. L., Cornell, M., & Gill, T. (2017). A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development. School Mental Health, 9(4), 295–309. https://doi.org/10.1007/s12310-017-9220-9 Gold, Z. S., & Elicker, J. (2020). Engineering Peer Play: A New Perspective on Science, Technology, Engineering, and Mathematics (STEM) Early Childhood Education (pp. 61–75). https://doi.org/10.1007/978-3-030-42331-5_5 Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review Carla Gull Jessica Bogunovich Suzanne Levenson Goldstein Tricia Rosengarten. International Journal of Early Childhood Environmental Education Copyright, 6(3), 37–52. Hafizotun, L. (2017). Pemberdayaan Sentra Bahan Alam Untuk Mengembangkan Kecerdasan Naturalis Anak Usia Dini Di Taman Kanak-Kanak Islam Terpadu Nurul Ilmi Kota Jambi. Jurnal Al-Ashlah, 1(Vol 1, No 2 (2017)). Hapidin, Gunarti, W., Pujianti, Y., & Siti Syarah, E. (2020). STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education. JPUD - Jurnal Pendidikan Usia Dini, 14(2), 262–274. https://doi.org/10.21009/JPUD.142.05 Hartika, D., Diana, S., & Wulan, A. R. (2019). Relationship between naturalist intelligence with environmental attitude. 060017. https://doi.org/10.1063/1.5115717 Herwati, Y. (2019). Pengaruh Permainan Ludo Bergambar Terhadap Kecerdasan Naturalis Anak di Taman Kanak-kanak Tunas Bangsa Bukittinggi. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 428. https://doi.org/10.31004/obsesi.v4i1.358 Houser, N. E., Cawley, J., Kolen, A., Rainham, D., Rehman, L., Turner, J., Kirk, S., & Stone, M. (2019). A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project. Methods and Protocols, 2(2), 27. https://doi.org/10.3390/mps2020027 Houser, N. E., Roach, L., Stone, M. R., Turner, J., & Kirk, S. F. L. (2016). Let the Children Play: Scoping Review on the Implementation and Use of Loose Parts for Promoting Physical Activity Participation. AIMS Public Health, 3(4), 781–799. https://doi.org/10.3934/publichealth.2016.4.781 Imamah, Z., & Muqowim, M. (2020). Pengembangan kreativitas dan berpikir kritis pada anak usia dini melalui motode pembelajaran berbasis STEAM and loose part. Yinyang: Jurnal Studi Islam Gender Dan Anak, 263–278. https://doi.org/10.24090/yinyang.v15i2.3917 Jamaris, M. (2018). Pengembangan Instrumen Baku Kecerdasan Jamak Anak Usia Dini. PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta, 25(2), 123–137. https://doi.org/10.21009/parameter.252.08 Juniarti, Y. (2015). Peningkatan Kecerdasan Naturalis Melalui Metode Kunjungan Lapangan (Field Trip). JPUD - Jurnal Pendidikan Usia Dini, 9(2). https://doi.org/10.21009/JPUD.092.05 Karwowski, M., Kaufman, J. C., Lebuda, I., Szumski, G., & Firkowska-Mankiewicz, A. (2017). Intelligence in childhood and creative achievements in middle-age: The necessary condition approach. Intelligence, 64, 36–44. https://doi.org/10.1016/j.intell.2017.07.001 Keniger, L., Gaston, K., Irvine, K., & Fuller, R. (2013). What are the Benefits of Interacting with Nature? International Journal of Environmental Research and Public Health, 10(3), 913–935. https://doi.org/10.3390/ijerph10030913 Kirkham, J. A., & Kidd, E. (2017). The Effect of Steiner, Montessori, and National Curriculum Education Upon Children’s Pretence and Creativity. The Journal of Creative Behavior, 51(1), 20–34. https://doi.org/10.1002/jocb.83 Kristiawan, M. (2016). Telaah Revolusi Mental Dan Pendidikan Karakter Dalam Pembentukkan Sumber Daya Manusia Indonesia Yang Pandai Dan Berakhlak Mulia. Ta’dib, 18(1), 13. https://doi.org/10.31958/jt.v18i1.274 Latifah, C. N., & Prasetyo, I. (2019). Effectiveness of Educational Game for the Intelligence of Early Childhood Naturalist. Advances in Social Science, Education and Humanities Research, 296(Icsie 2018), 310–314. https://doi.org/10.2991/icsie-18.2019.56 Liani, S., & Barsihanor. (2020). Strategies for Developing Naturalist Intelligence at Nature Schools. Journal of K6 Education and Management, 3(3), 401–410. https://doi.org/10.11594/jk6em.03.03.12 Marsden, E., & Torgerson, C. J. (2012). Article in Oxford Review of Education ·. May 2016. https://doi.org/10.2307/41702779 Maulisa, R., Israwati, & Amri, A. (2016). Meningkatkan Kecerdasan Naturalis Anak Melalui Media Bahan Alam Di Paud It Aneuk Shaleh Ceria Desa Neuheun Kebupaten Aceh Besar. Jurnal Ilmiah Mahasiswa Pendidikan Anak Usia Dini, 1(1), 99–107. Ningrum, Z. B., Soesilo, T. E. B., & Herdiansyah, H. (2018). Naturalistic Intelligence and Environmental Awareness among Graduate Students. E3S Web of Conferences, 68, 02004. https://doi.org/10.1051/e3sconf/20186802004 Nipriansyah, N., Rambat Nur Sasongko, Muhammad Kristiawan, E. S., & Hasanah, P. F. A. (2021). Increase Creativity And Imagination Children Through Learning Science, Technologic, Engineering, Art And Mathematic With Loose Parts Media. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 4(1). https://doi.org/10.24042/ajipaud.v4i1.8598 Nurfadilah. (2020). Kemampuan Motorik Halus Melalui Kegiatan Kolase Dengan Bahan Loose Part Pada Anak Usia 4-6 Tahun di Bangkinang Kota. Journal on Teacher Education, 2(1). https://doi.org/10.31004/jote.v2i1.1193 Nurhafizah, N. (2018). Development of Naturalist Intelligence of Children in Kindergarten. International Conference of Early Childhood Education (ICECE 2017), 169, 17–20. https://doi.org/10.2991/icece-17.2018.5 Nurjanah, N. E. (2020). Pembelajaran STEM Berbasis Loose Parts Untuk Meningkatkan Kreativitas Anak Usia Dini. Jurnal Ilmiah Kajian Ilmu Anak Dan Media Informasi PUD, 1(1), 19–31. Olsen, H., & Smith, B. (2017). Sandboxes, loose parts, and playground equipment: A descriptive exploration of outdoor play environments. Early Child Development and Care, 187(5–6), 1055–1068. https://doi.org/10.1080/03004430.2017.1282928 Prameswari, T., & Anik Lestariningrum. (2020). Strategi Pembelajaran Berbasis STEAM Dengan Bermain Loose Parts Untuk Pencapaian Keterampilan 4c Pada Anak Usia 4-5 Tahun. Efektor, 7(1), 24–34. https://doi.org/10.29407/e.v7i2.14387 Rahmatunnisa, S., & Halimah, S. (2018). Upaya Meningkatkan Kecerdasan Naturalis Anak Usia 4 – 5 Tahun Melalui Bermain Pasir. Jurnal Pendidikan Anak Usia Dini, 2(1), 67–82. Ramdani, Z. (2017). Increased naturalist intelligence through the use of realia media. Jurnal Golden Age Hamzanwadi University, 1(1), 16–32. Rizkia, N., Hayati, F., & Amelia, L. (2020). Analisis Penggunaan Media Pasir Kinetik Dalam Menstimulasi Kecerdasan Naturalis Pada Anak Kelompok B1 Tk Pertiwi Lhoknga. Jurnal Ilmiah Mahasiswa Pendidikan, 1(1), 1–12. Rocmah, L. I. (2016). Peningkatan Kecerdasan Naturalis Melalui Bermain Messy Play terhadap Anak Usia 5-6 Tahun. PEDAGOGIA: Jurnal Pendidikan, 5(1), 47. https://doi.org/10.21070/pedagogia.v5i1.88 Rueda, L., Benitez, J., & Braojos, J. (2017). From traditional education technologies to student satisfaction in Management education: A theory of the role of social media applications. Information & Management, 54(8), 1059–1071. https://doi.org/10.1016/j.im.2017.06.002 Sari, N. E., & Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/JPUD.131.04 Saripudin, A. (2017). Strategi Pengembangan Kecerdasan Naturalis Pada Anak Usia Dini. AWLADY : Jurnal Pendidikan Anak, 3(1). https://doi.org/10.24235/awlady.v3i1.1394 Siregar, N. M. (2018). Peningkatan Kecerdasan Interpersonal Melalui Aktivitas Fisik Anak Usia 4-5 Tahun. JPUD - Jurnal Pendidikan Usia Dini, 12(2), 291–300. https://doi.org/10.21009/JPUD.122.10 Smith-gilman, S. (2018). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90–103. Sugiyono. (2017). Metode Penelitian Bisnis: Pendekatan Kuantitatif, Kualitatif, Kombinasi, dan R&D. CV. Alfabeta. Suryani, L., & Seto, S. B. (2020). Penerapan Media Audio Visual untuk Meningkatan Perilaku Cinta Lingkungan pada Golden Age. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 900–908. https://doi.org/10.31004/obsesi.v5i1.601 Swadley, G. (2021). Any Which Way. . . Loose Parts Play in the Library. Children and Libraries, 19(1), 21. https://doi.org/10.5860/cal.19.1.21 Tremblay, M. S., Gray, C., Babcock, S., Barnes, J., Bradstreet, C. C., Carr, D., Chabot, G., Choquette, L., Chorney, D., Collyer, C., Herrington, S., Janson, K., Janssen, I., Larouche, R., Pickett, W., Power, M., Sandseter, E. B. H., Simon, B., & Brussoni, M. (2015). Position statement on active outdoor play. International Journal of Environmental Research and Public Health, 12(6), 6475–6505. https://doi.org/10.3390/ijerph120606475 Utami, Rohman, A., & Islamiyah, R. (2020a). Introduction of the Surrounding Environment to Stimulate Naturalist Intelligence of Early Childhood. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/012070 Vardin, P. A. (2016). Montessori and Gardner’s theory of multiple intelligences. Montessori Life, 15(1), 40. Wahyuni, S., & Reswita, R. (2020). Pemahaman Guru mengenai Pendidikan Sosial Finansial pada Anak Usia Dini menggunakan Media Loose Parts. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 962. https://doi.org/10.31004/obsesi.v4i2.493 Wahyuningsih, S., Pudyaningtyas, A. R., Nurjanah, N. E., Dewi, N. K., Hafidah, R., Syamsuddin, M. M., & Sholeha, V. (2020). The Utilization of Loose Parts Media in Steam Learning for Early Childhood. Early Childhood Education and Development Journal, 2(2), 1. https://doi.org/10.20961/ecedj.v2i2.46326 Wardhani, W. D. L., Misyana, M., Atniati, I., & Septiani, N. (2021). Stimulasi Perilaku Sosial Anak Usia Dini melalui Media Loose Parts (Bahan Lepasan). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1894–1904. https://doi.org/10.31004/obsesi.v5i2.694

The present writing was elaborated from speculations about possible encounters between philosophy, education and music. On the margins of music, where philosophy seeks some penetration, the theme of a supposed refusal to assimilation is announced, demanding the resumption of questions such as the permanence of a zone of indetermination not reached by the representational effort. This unavoidable opacity of the musical phenomenon moves it to a nocturnal dimension, a common destiny to everything that escapes the totalizing interests of a language committed to the objectifcation and nomination of things and of those conventionally called other. The nocturnal in philosophy and in music is object of reflections of Derrida and other thinkers, from which it is possible to glimpse a widening of the world, just where it is evident the merely formal character of the limits between what is said and unsaid, between what is human and what’s not. The text presented here includes some of these philosophical reflections, compared to musical creations that insinuate this nocturnal character, like those of Debussy. Additionally, possible consequences of the weakening of representational politics to subjectivation processes and alterity relations are highlighted, opening space for a thought about an education not compromised with the centrality of the human.ResumoA presente escrita foi elaborada a partir de especulações sobre possíveis encontros entre flosofa, educação e música. Nas margens da música, onde a flosofa busca alguma penetração, o tema de uma suposta recusa à assimilação se anuncia, exigindo a retomada de questões como a permanência de uma zona de indeterminação não alcançada pelo esforço representacional. Essa opacidade incontornável do fenômeno musical desloca-o para uma dimensão noturna, destino comum a tudo que escapa aos interesses totalizantes de uma linguagem comprometida com a objetivação e nomeação das coisas e dos que, a partir dela própria, se convencionou chamar de outros. O noturno na flosofa e na música é objeto de reflexões de Derrida e de outros pensadores, a partir das quais é possível vislumbrar uma ampliação do mundo, justamente onde se evidencia o caráter meramente formal dos limites entre o que é dito e não dito, entre o que é humano ou não. O texto aqui apresentado inclui algumas dessas reflexões filosóficas, cotejadas com criações musicais que insinuam esse caráter noturno, como as de Debussy. Adicionalmente, são destacadas possíveis consequências do enfraquecimento da política representacional para processos de subjetivação e relações de alteridade, abrindo espaço para um pensamento sobre educação não comprometido com a centralidade do humano.Keywords: Nocturne, Music, Philosophy, Subjectivation.Palavras-chave: Noturno, Música, Filosofia, Subjetivação.ReferencesBACHELARD, Gaston. A água e os sonhos: ensaio sobre a imaginação da matéria. Trad. Antonio P. Danesi. São Paulo: Martins Fontes, 1997.BULANCEA, Gabriel. Conexiones y divergencia entre el pensamiento de Claude Debussy y la estética impresionista y simbolista. Revista Filomusica, n.83, pp.1-4, abr.-jun. 2007.CABRERA, Honatan F. Dar la mano. Sobre algunos trazos y trances del poema en el pensamiento de la alteridade: Levinas, Celan, Derrida. 2013, 173f. Dissertação (Mestrado em Filosofia). Faculdade de Filosofia PUC-RS: Programa de Pós-Graduação em Filosofia, 2013.DERRIDA, Jacques. O animal que logo sou. Trad. Fábio Landa. 2ed. São Paulo: Editora Unesp, 2011.DERRIDA, Jacques. Cette nuit dans la nuit de la nuit… Rue Descartes, n.42, Politiques de lacommunauté, pp.112-127, nov.2003, Disponível em http://www.jstor.org/stable/40978797, acessado em 09/11/2015.DERRIDA, Jacques. A voz e o fenômeno: introdução ao problema do signo na fenomenologia de Husserl. Trad. Lucy Magalhães. Rio de Janeiro: Jorge Zahar Ed., 1994(a).DERRIDA, Jacques. “The Spatial Arts: An Interview with Jacques Derrida”. In: Deconstruction and the Visual Arts: Art, Media, Architecture. Ed. Brunette, Peter y David Willis. New York: Cambridge University Press, 1994(b).DERRIDA, Jacques. Points de suspension. Entretiens. Elisabeth Weber (org). Paris: Galilée, 1992.DERRIDA, Jacques. “Cequi reste à force de musique”. In: Psyché. Inventions de l’autre. Paris: Galilée, 1987.DURÁN, Cristóban. Una voz temblorosa. Música y auto-afección en Jacques Derrida. Aisthesis, n.58, pp.45-58, 2015.GRAY, P.M.; KRAUSE, B.; ATEMA, J.; PAYNE, R.; KRUMHANSL, C.; BAPTISTA, L. The Music of Nature and the Nature of Music. Science, v.291, n.5501, p.52-54, jan. 2001.GUIGUE, Didier. Estética da sonoridade: a herança de Debussy na música para piano do século XX. São Paulo: Perspectiva; Brasília: CNPq; João Pessoa: UFPB, 2011.HANDKE, Peter. Numa noite escura saí da minha casa silenciosa. Cruz quebrada, Portugal: Casa das Letras, 2006.HARARI, Yuval N. Sapiens: uma breve história da humanidade. Trad. Janaína Marcoantonio. Editora J&PM, 2015.JANKÉLÉVITCH, Vladimir. La musique et l’ineffable. Paris: Seuil, 1983.JOÃO DA CRUZ, São. Obras completas. Tradução das Carmelitas descalças de Fátima (Portugal) e Carmelitas descalças do convento de Santa Tereza (Rio de Janeiro). Petrópolis: Vozes, 2002.LAMUR, Jorge P. Entre a vanguarda e a tradição: considerações sobre dois momentos na obra musical de Claude Debussy (1894-1915). Curitiba: Faculdade de Letras e Artes, Universidade Federal do Paraná, 2010. Monografia.MALLET, Marie L. La musique en respect. París: Galilée, 2002.NIETZSCHE, Friedrich. Aurora: reflexões sobre preceitos morais. Tradução, notas e posfácio de Paulo César de Souza. São Paulo: Companhia das Letras, 2004.OLIVEIRA, Clovis S. G. Nietzsche e a experiência musical: três momentos, três luminosidades. Primeiro momento A música: espelho da noite. II Colóquio Internacional Nietzsche, Pessoa, Rosa, Freud. Belo Horizonte: PUC Minas Gerais, 2015(a).OLIVEIRA, Clovis S. G. Atributos privativos e musicais do fenômeno noturno. Aletria, Belo horizonte, v.25, n.1, pp.165-182, 2015(b).OLIVEIRA, Clovis S. G. O elogio à noite em Vladimir Jankélévitch (1903-1985). Mirabilia, n.20. Arte, crítica e mística, pp.414-424. Jan.-jun. 2015(c).RODRIGUES, Felipe V. Fisiologia da música: uma abordagem comparativa. Revista de Biologia, v.2, pp.12-17, jun.2008.SCHOPENHAUER, Arthur. O mundo como vontade e representação. Coleção Os Pensadores. São Paulo: Abril Cultural, 1980.SEEGER, Anthony. Por que os índios Suyá cantam para suas irmãs? In: VELHO, G. (Org.) Arte e Sociedade: ensaios de sociologia da arte. Rio de Janeiro: Zahar Editores, 1977.THOREAU, Henry D. Walden ou a vida nos bosques. Trad. Astrid Cabral. São Paulo: Ground, 2007.

This dissertation seeks to explore how national identities were manifest in eighteenth-century Scottish art. Understanding national identity to be a cultural and political phenomena, it considers symbols of national identity and examines in aesthetic and economic terms how the fine arts were both implicated in, and capable of expressing, the significant changes in national identity apparent in Scotland following the ’Forty-Five. The first chapter concerns itself with the issue of art and identity in Scotland between cl750 and 1800, and surveys the relevant literature, before introducing other significant issues pertinent to this research: the Enlightenment and Improvement. Chapter two recognises that previous studies of Highland portraits have examined them from an ‘external’ perspective. It investigates the implications of this for the viewer, and proceeds to analyse them from an ‘internal’ perspective intended to reveal the sitters’ motivations, to conclude that they are aristocratic images of authority, and its loss. The construction of the myth of the Highlands is thus expounded visually. If these symbols offer little evidence for an identity in flux, it is questionable whether individuals’ portraits can express national identity. Yet such a claim, it will be argued in chapter three, can be made through the desire to collect and order portraits by nation, and its relation to the Enlightenment discourse of the role of the individual in forming civil society. In this context, in chapter four, the aesthetic qualities of Allan Ramsay’s 1753-4 portraits will be argued as having been of particular significance to their Scottish sitters, being formed by Ramsay’s participation in Enlightenment Edinburgh society. Evidence for this position will be adduced through his paintings and writings, though the influence of physical setting is also considered. Finally, in chapter five, a study of Edinburgh art markets in comparison with those of English provincial cities addresses the question of whether Scotland was a nation, or province of England. The synthesis of existing literature and an original survey of art-related newspaper advertising reveals the Edinburgh market to be distinctive, though increasingly reliant upon London. The co-existence of local and national culture is found to be an important dialectic in the market, just as the dialectic between Scottish and British culture was found to be so generally in this dissertation. In conclusion, chapter six argues that while Scottish art must be considered as part of the history of British art, the desire amongst Scots to be part of a British nation was a significant force in shaping Scottish visual culture.

This thesis is a close examination and analysis of the creation and reception of a group of eighteen Central Italian paintings of the Madonna with Eve presented reclining at her feet, images which draw on one of the fundamental themes of Mary's cult, her role as the Second Eve. Modern writers have sometimes been taken aback by these panels; in recent studies of women in history, Mary and Eve are often assumed to have been defining stereotypes of positive and negative feminine behaviour, and these works make a blatant juxtaposition of the two. Yet this imagery was obviously attractive to Trecento and Quattrocento patrons: this paradox lies at the heart of this thesis, which seeks to determine what these paintings might have meant to those who commissioned them and who first worshipped before them. To do so, this thesis begins by introducing the questions raised by the works; it then discusses textual and oral traditions linking Mary and Eve for Trecento and Quattrocento viewers, in order to suggest a range of possible associations for the imagery. There are then four case studies, intended to particularise the general themes of the pairing through specific images and contexts. The first focuses on Ambrogio Lorenzetti's frescoes at the former Cistercian abbey of S. Galgano, which were created, it is suggested here, by a member of that community in Mary's honour. The next chapter looks at the political and eschatological implications of images of Mary's rule as the Second Eve in the Papal States, discussing frescoes in S. Agostino, Montefalco, S. Gregorio Maggiore, Spoleto, and the Camposanto in Pisa, as well as a panel attributed to Carlo da Camerion, now in Cleveland, Ohio.

This dissertation explores the complex entanglements of an artistic traffic between two distinct 'visual economies' in eastern India, c.1772-c.1795. Both late Mughal and early colonial cultures were undergoing transformation, to the extent that during this era the nascent colonial artistic diaspora collapsed. Three inter-related areas will be interrogated: the prestation and commercial circulation of imagery between London, Calcutta and Murshidabad, the dichotomies of political and aesthetic spheres, and colonial representations of late Mughal culture as embroiled by such frameworks. Chapter one examines India-painted subjects in a metropolitan aesthetic sphere, thus acting as crucial juxtaposition for the refiguration of British art in Calcutta, which is the subject of the following section. Hastings' regime wielded British art as part of an intensely spectacular colonial governmentality, but his successor Cornwallis, took a tougher line with devastating effect. A diversity of competing, derivative idioms ousted professional colonial painting forever; its artistic schema penetrated to 'grass-roots' level through the creation of a 'Company School' which transposed the practice of the patua caste. Chapters five to seven investigate nawabi perceptions of British imagery. Hastings introduced the gifting of large-scale portraits; artefacts ill-suited to Indian interiors and aesthetic interiority - perhaps not even viewed as 'art'. The final chapter, through representations of the nawabs of Murshidabad and Lucknow, traces the evolution of British pictures as accoutrements of Mughal sovereignty. By 1795 both courts possessed permanent if 'hybrid' expositions of colonial imagery which transgressed established Indian and British classifications, as well as indicating more profound redefinitions of Indian comportment, consumption and taste. The intersection of 'visual economies' by way of an exploration of diverse zones of transculturation and processes of translation, provides a vital lens for recovering Indian and British agency - both elite and subaltern, in the oft-uneasy formation of a colonial aesthetic forum.

This thesis parts from the premise that avant-garde art collectives produce discourses meant to articulate the opposition to the art/life divide as one that interrelates fields such as aesthetics, politics, philosophy, and even economics. By utilizing a comparative framework, it plays on the complementarity and differences between four 1960s groups that formed very specific organizations directed at challenging society, in one way or another related to the Situationist International: The Situationist Times (France), King Mob Echo (UK), Black Mask and its transformations (US), and S.NOB (Mexico). Through the medium of magazines, they intended to reach a mass audience that in the act of reading and looking at their images and texts would be prompted to discern organizations that undermined the world-system. Thus, the Situationist Times attempted to form a (people’s) movement that in an applied creativity that rejected the metanarrative of progress would be able to realize the malleability of history. King Mob followed a conspiratorial logic with the idea of a dis-organized mass suddenly acting in concert against states. Black Mask and its transformations played with the idea of a war for territory, the occupation of a ‘free zone’ by a community in the midst of a dominated world. Finally, S.NOB’s idiosyncratic anarchism came from an opposition to the totalizing discursive practices of the Mexican Revolution, giving primacy to fragmentation and an anti-organizational bent; while it had no direct relationship to any of the above groups, it shows how their techniques and theories develop out of an engagement with Surrealism and past avant-gardes. S.NOB provides not a counterpoint but a contextual revelation of the limits of these collectives, in the Bataillean sense that opens all of them up to a ‘contamination’ with historicity and thought that treats all of them as equal in scope and importance.

The subject of this doctoral study is the satirical figure known as the ‘galaunt’, as depicted in English literature and visual art c.1380–c.1550. It combines close textual analysis with investigation of established youth tropes, contemporaneous material culture, and socio-political concerns. It begins by establishing the breadth of the galaunt corpus and the figure’s significance, before tracing the etymology of galaunt and the cultural antecedents of the late medieval tradition in order to establish its hitherto unidentified Classical origins. The study goes on to explore the fundamental aspects of the galaunt’s semiotic makeup: youth; licentiousness; sartorial extravagance; and problematic masculinity. Despite the cultural significance of the late medieval galaunt, it has received little scholarly attention and the true significance of the figure’s role as Wayward Youth is yet to be established. This doctoral thesis moves away from previous scholarship, which has interpreted the figure as an instance of social-mobility discourse, and instead unravels the tradition’s complex conflation of established youth stereotypes and socio-political concerns to reposition the galaunt as a Vice figure symbolising errant youth. The thesis argues for a reappraisal of the significance of youth to late medieval social discourses, particularly in regard to questions of masculinity and status.

This thesis is concerned with multi-media performance and installation art practices which foreground the live body in combination with mediatized images. The research is conducted through the making and examination of a number of the researcher's own art works. Practical multi-media performance and installation projects are analysed within the context of specific performance and visual cultural theories in order to advance their contribution to critical and cultural fields. The research champions a symbiotic relationship between theory and practice. Practical works were undertaken and exhibited as solo or collaborative art projects. These works then formed the basis for individual ‘case studies' and were subjected to a critical review informed by a variety of theoretical frameworks including feminist, psychoanalytic and poststructuralist philosophy. This practice-based methodology is contextualised by the mapping of historical and contemporary critical discourses for the field of multi-media performance. The ‘reflection-on-action' results in an understanding of the mechanisms and effects of multi-media performance as a cultural practice. Specifically this thesis aims to answer the question as to whether multimedia performance can form the basis for an ‘interrogation' of our contemporary media dominated society? Through a practice-led enquiry it unpacks the dynamics between a meeting of live bodies and mediatized images, concentrating on the differences and similarities of their experiential sensory qualities. The research then extends these findings into social and political contexts through a comparison with other ‘reality' and ‘identity' re/producing cultural practices. The study concludes that cameras and recorded images used within live and/or time based art contexts can counteract the conventional constitution of mediatized images. To the extent that mediatized images can also be said to reflect and in turn constitute human subjectivity, multi-media performance, therefore, can provoke a re-evaluation of culture and its associated human activities and behaviours.

This thesis addresses the textual bias inherent in the historiography by exploring the value of visual images as a source of evidence for cultural perceptions of the Gàidhealtachd. Visual images stood at the sharp end of the means by which stereotypes were forged and sustained. In part, this was a direct result of the special role afforded to the image in the cultural and intellectual climate of Enlightenment and post-Enlightenment Europe. This thesis looks at the evolution of visual interest in the Highlands and Islands on two fronts, documentary and aesthetic, and pays particular attention to the way in which the two main functions of the image in society came to be intertwined. This thesis argues that the concept of antiquity was the single most powerful influence driving the visual representation of the Highlands and Islands during a long period from c. 1700 to around 1880, and indeed into the twentieth century. If something could be regarded as ancient, aboriginal, dead, or even dying, it acquired both documentary and aesthetic value. This applied to actual antiquities, to customs and manners perceived as indigenous and ‘traditional’ to the region, and, ultimately, even to the physical landscape. Successive chapters explore what might now be classified as the archaeological, ethnological and geological motives for visualising the Highlands and Islands, and the bias in favour of antiquity which resulted from the spread of intellectual influences into the fine arts. The shadow of time which hallmarked visual representations of the region resulted in a preservationist mentality which has had powerful repercussions down to the present day. The body of evidence considered – which embraces maps, plans, paintings, drawings, sketches and printed images by both professionals and amateurs – must be viewed as a rich and valuable companion to the written word.

Apparitions of empire and imperial ideologies were deeply embedded in the International Exhibition, a distinct exhibitionary paradigm that came to prominence in the mid-nineteenth century. Exhibitions were platforms for the display of objects, the movement of people, and the dissemination of ideas across and between regions of the British Empire, thereby facilitating contact between its different cultures and societies. This thesis aims to disrupt a dominant understanding of International Exhibitions, which forwards the notion that all exhibitions, irrespective of when or where they were staged, upheld a singular imperial discourse (i.e. Greenhalgh 1988, Rydell 1984). Rather, this thesis suggests International Exhibitions responded to and reflected the unique social, political and economic circumstances in which they took place, functioning as cultural environments in which pressing concerns of the day were worked through. Understood thus, the International Exhibition becomes a space for self-presentation, serving as a stage from which a multitude of interests and identities were constructed, performed and projected. This thesis looks to the visual and material culture of the International Exhibition in order to uncover this more nuanced history, and foregrounds an analysis of the intersections between practices of exhibition-making and identity-making. The primary focus is a set of exhibitions held in Glasgow in the late-1880s and early-1900s, which extends the geographic and temporal boundaries of the existing scholarship. What is more, it looks at representations of Canada at these events, another party whose involvement in the International Exhibition tradition has gone largely unnoticed. Consequently, this thesis is a thematic investigation of the links between a municipality routinely deemed the ‘Second City of the Empire’ and a Dominion settler colony, two types of geographic setting rarely brought into dialogue. It analyses three key elements of the exhibition-making process, exploring how iconographies of ‘quasi-nationhood’ were expressed through an exhibition’s planning and negotiation, its architecture and its displays. This original research framework deliberately cuts across strata that continue to define conceptions of the British Empire, and pushes beyond a conceptual model defined by metropole and colony. Through examining International Exhibitions held in Glasgow in the late-Victorian and Edwardian periods, and visions of Canada in evidence at these events, the goal is to offer a novel intervention into the existing literature concerning the cultural history of empire, one that emphasises fluidity rather than fixity and which muddles the boundaries between centre and periphery.

Thesis (MA (VA)(Visual Arts))--University of Stellenbosch, 2008.
This thesis consists of a study that identifies and analyses the origins, nature, and spectrum of different stereotypes of Africans in popular texts. The past can only be explored through texts, which are unavoidably mediated, re-interpreted, fictional and temporary. No text can be read in isolation – it is imperative to gain knowledge about the social and ideological context in the analysis of any historical text. History shows that racism is a constructed concept, and the roots of stereotypical perceptions of the ‘Other’ can be found in antiquity – in Ancient Egypt, Classical Greece and the Jewish Torah, as well as during the Middle Ages. A historical synopsis is given of the conception and development of racial stereotyping through the ages until the present. The study demonstrates how stereotypes gradually adapt with history, politics, and ideology. Stereotypes are in my opinion not necessarily constructed on purpose. Stereotypes are developed and based on historical events, but are transformed in time to fulfil new purposes. My conclusion is that racist stereotypes of Africans are created in the West, by the West, for the West. In many ways, the adaptation of the stereotypes of Africans act as a timeline for Western involvement on the continent. The stereotypical portrayal of Africa as the Dark Continent, “White Man’s Burden” and Godforsaken Continent will firstly be studied. Secondly, the depiction of African-Americans, especially in American popular culture, is discussed through stereotypes like Mammy, Uncle Tom, Jezebel, and Buck. The theme of my practical component, a two part series about the Cape Carnival, discusses the stereotype of the “Jolly Hotnot” or “Coon” and examines the portrayal of Africans as comical. The study shows the important role popular media plays in spreading and reaffirming stereotypes. Stereotypes are often used as a survival method to make the multiplicity of reality manageable, recognisable, and understandable. Stereotyping becomes problematic if the stereotypes are used as generalisations to marginalise a group in terms of features such as skin colour. A type of “cultural decolonisation” would be necessary to counteract this marginalisation, through popular culture created by in Africa, by Africans, for Africans and international popular culture.

The thesis explores the relationships between sound and mobility through an examination of sound art. The research engages with the intersection of sound, mobility and art through original empirical work and theoretically through a critical engagement with sound studies. In dialogue with the work of De Certeau, Lefebvre, Huhtamo and Habermas in terms of the poetics of walking, rhythms, media archeology and questions of publicness, I understand sound art as an experimental mobile and public space. The thesis establishes and situates the emerging field of mobile sound art by mapping three key traditions of mobile sound art - locative art, sound art and public art - and creates a taxonomy of mobile sound art by defining four categories: 'placing sounds', 'sound platforms', 'sonifying mobility' and 'musical instruments' (each represented by one case study). In doing so it develops a methodology that is attentive to the specifics of the sonic and mobile of media experience. I demonstrate how sonic interactions and embodied mobility are designed and experienced in specific ways in each of the four case studies - 'Aura' by Symons (UK), 'Pophorns' by Torstensson and Sandelin (Sweden), 'SmSage' by Redfern and Borland (US) and 'Core Sample' by Rueb (US) (all 2007). In tracing the topos of the musical telephone, discussing the making and breaking of relevant micro publics, accounting for the polyphonies of footsteps and unwrapping bundles of rhythms, this thesis contributes to understanding complex media experiences in hybrid spaces. In doing so it critically sheds light on the quality of sonic artistic experiences, the audience engagement with urban, public and networked spaces and the relationship between sound art and everyday media experience. My thesis provides valuable insight into auditory ways of mobilising and making public spaces, non-verbal and embodied media practices, and rhythms and scales of mobile media experiences.

The Introduction looks at the rise of sport as an organised activity across Europe in the late nineteenth and early twentieth centuries. It sets this in the context of the development of urban modernity, with elite sport becoming a focus for the emergent mass media and a concomitant rise in spectatorship. Sport can claim to be the most pervasive cultural form of the early twentieth century. As such it is surprising that the influence it had on modern art and artists has been largely overlooked.