The Development of Self-Awareness with Contemplative Art Learning in Visual Arts for 9th Grade Students

Abstract

Background and Aims: The learning activity aims to enhance adolescents' self-awareness, promoting their overall development in physical, mental, and intellectual aspects. This is achieved through the integration of visual arts creation with mindfulness practices, fostering students' self-awareness and emotional regulation. Therefore, this research aims to 1 study and develop self-awareness through the implementation of Contemplative art learning in the Visual Arts subject for Grade 9^th students. 2) To study the satisfaction levels of Grade 9^th students with the instructional management in Visual Arts through the use of Contemplative art learning.

Methodology: The research sample consisted of 30 Grade 9^th students from Wat Lan Boon School, Bangkok, selected through purposive sampling. The specific classroom was chosen based on students' social relationship scores from the Strengths and Difficulties Questionnaire (SDQ). Research instruments included a self-awareness assessment, behavioral observation forms, self-reflection journals, satisfaction surveys, and the Contemplative art learning activity plan for the Visual Arts subject developed by the researcher.

Results: 1) The instructional plan for Contemplative art learning in Visual Arts was found to be highly appropriate, with an average rating of 4.81 (S.D. = 0.06). Overall, the plan was considered highly suitable. 2) The results of the study comparing self-awareness before and after participating in the Contemplative art learning activities in Visual Arts showed that the pre-activity mean score was 135.60 (S.D. = 21.06), while the post-activity mean score was 156.70 (S.D. = 16.60). A comparison of the scores before and after the learning activities revealed that students' self-awareness significantly increased after participating in the Contemplative art learning activities. 3) Students' satisfaction with the Contemplative art learning activities in Visual Arts was at the highest level, with a mean score of 4.68 (S.D. = 0.32).

Conclusion: 1) The Contemplative art learning activity plan in Visual Arts for Grade 9 students is a learning activity that integrates the creation of visual art with contemplative practices. It emphasizes students’ engagement with their inner emotional and mental states, focusing more on the internal process between body and mind rather than solely on the completion of a perfect final product. The activities encourage students to practice mindfulness by observing themselves before, during, and after the creative process, in alignment with the stages of developing self-awareness. 2) The results of implementing Contemplative art learning in Visual Arts to enhance self-awareness among Grade 9 students revealed that post-activity scores were higher than pre-activity scores. This indicates that the Contemplative art approach is effective in promoting self-awareness, particularly in terms of emotional regulation, self-evaluation, and self-confidence.
3) The evaluation of students’ satisfaction with the Contemplative art learning activities in Visual Arts showed an overall satisfaction level rated as “highest.” The activities helped spark imagination, foster creativity, encourage free expression, and enhance emotional awareness, especially through self-reflection via art-making. This aligns with developing self-awareness, enabling students to connect knowledge and apply emotional regulation skills in their daily lives. As a result, students expressed high satisfaction with the learning experience and developed a more positive attitude toward the Visual Arts subject.