Analyzing the Effects of Scaffolding Method in Teaching Illustration in China

Abstract

The use of the Scaffolding teaching method in illustration performance to be efficient in enhancing students’ creation and aesthetics. This study aims to explore the effects of utilizing scaffolding method in teaching illustration among Chinese college students. A quasi-experimental design was adopted. The experiment lasted for a total of eight weeks. The experimental group was taught illustration using scaffolding method while the control group was instructed with the conventional method. The sample of the study consists of 80 second year Art college students from Qingdao huanghai university in Shandong province, China. Two classes of students were chosen as inact group sampling (40 students in each group). A pre-test and post-test were used as straight lines, short lines, curve, regular lines, irregular lines, force and movement and the dynamic, expressing 3D space and the point combination. The data was analyzed using an independent sample t-test. Prior to the actual study a pilot test was carried out to obtain the reliability and validity of the Building, Plant, Animal, and Cloud (illustration test). The findings from quantitative data showed that students of the experimental group using the scaffolding teaching method performed significantly higher in their overall illustration performance like Building, Plant, Animal and Cloud than students in the control group using the conventional method. Therefore, it can be concluded that the scaffolding method principle should be employed as an alternative method in future illustration classes. These findings have significant pedagogical implications because the scaffolding method facilitated students to improve in their illustration skills.