Pedagogical Content Knowledge: A Key Factor in Teaching Painting

Abstract

Fine Art teachers have more instructional responsibilities and demands
placed on their time, compelling them to proceed from one lesson to the next without adequate preparation and reducing the amount of time and energy they have to be thoughtful in their planning and reflection. In order to support fine art teachers in their teaching, professional development opportunities are to be made available. Research has shown that even when students complete a fine art-degree programme and pedagogical course requirements necessary for teacher professionalism, they may still graduate and begin teaching without a firm grasp of how to teach specific painting concepts. Realizing this fact, this paper attempts to utilize those ideas on the components of pedagogical content knowledge, otherwise known as topicspecific
pedagogy, to create learning opportunities that make painting more
comprehensible to students.

Key words: Fine art curriculum, students’ learning difficulties, pedagogical content knowledge, painting.