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The Development of a Skill Set in Woven Handicraft Design For Student in Elementary Using Color Theory
This research is aimed at developing a woven handicraft design skill set for primary school students by using color theory in order to enable the students to apply color theory into their weaving crafts. The research did not pay attention to the neatness of the patterns of their crafts. It rather sought to enable the students to create a piece of work according to their age and ability and use color theory to make their work lively and useable. The objectives of this research are threefold. First, it studied and analyzed information about a woven handicraft design skill set for primary school students by using color theory. Secondly, it developed such a skill set. Thirdly, it solved a learning problem concerning color theory in the Prathom 6 (grade 6) Arts (Visual Arts) core subject by using the developed skill set. The sampling group was Prathom 6 students who were enrolled in the first semester of the 2012 academic year at Ban Nongkhon School, which is in the Ubon Ratchathani Primary Educational Service Area Office 5. The research used a purposive sampling. The research findings can be divided into three parts. First, regarding the study and analysis of information about woven craft design skill sets, the research found that Nongkhon villagers still use woven artifacts most of which are sticky rice bamboo boxes and sticky rice steaming baskets. These kitchen utensils can be found in every household because Nongkhon villagers are Isan people who eat sticky rice as their staple food. Woven handicrafts in Ban Nongkhon are related to the villagers’ daily life. Most of them are used for fishing, farming, and ritualistic activities. The weaving pattern that was suitable for the target students was “lai-khad,” a basic weaving technique that puts spokes over and under one another. The students could only weave their craft in a flat sheet because of their age limitations in terms of short concentration and patience. Therefore, the products should be designed in an easy pattern for the students, that is, in flat sheet. If the students want to form their woven crafts in a different shape, they can do so by simply assembling flat sheets into the desired shape. The second part of the research findings concerns the development of the skill set for woven handicraft design. The experts evaluated that the skill set developed by the researcher had an appropriate form. It stimulated learning interest among the students. The size of the letters was appropriate for the learners. The skill set had a clear instruction. The knowledge documents were easy to understand and their contents were accurate and suitable for the students. The illustrations also allowed the students to understand the contents clearly. The overall evaluation was at the “most appropriate” level, (=4.77) The third part of the research findings is about solving the learning problem about color theory in the Prathom 6 Arts (Visual Arts) core subject by using the developed skill set. The researcher experimented with twelve students from the aforementioned sample group by having them take a pre-test on the subject of color theory which was taken from the Prathom 6 Arts (Visual Arts) core subject achievement test. The pre-test was a multiple choice test with 40 questions: each question had 4 choices. The researcher then held learning activities by using the developed skill set as a learning tool. When the activities were completed, the researcher did a post-test by using the same achievement test which was previously used as a pre-test. In measuring the efficiency of the skill set, the research found that the average score of the achievement test was 32.33, which was 80.83%. (The full score was 40.) The number shows that the E2 of the skill set was 80.83, and the score of the post-test increased significantly at the level of 0.01.