Abstract:
This study examines the development of visual arts competence among pre-service primary school
teachers through composition practice and children-themed painting. Using literature review, analysis,
synthesis, comparison, and systematization, the study identifies four components of visual arts
competence: composition organization, form construction and the use of line, the use of color, and idea
expression. Based on these components, the study examines how visual arts competence can be
developed through practice and proposes a five-step process: (1) observation and analysis; (2) idea
development; (3) sketching and composition selection; (4) art-making and completion; and (5)
presentation, assessment, and refinement. The study also clarifies the relationships among practical
activities, competence components, and evidence of learning, and proposes a four-level rubric for
assessing both the learning process and students’ artwork. The proposed framework emphasizes the
alignment of competence-based objectives, practical activities, feedback, and assessment, thereby
providing a basis for organizing visual arts instruction from a competence-based perspective in primary
teacher education. As the study is based on secondary data, the proposed framework requires further
empirical validation in teacher education settings. |
