Teaching Art to Improve Decorative Molding Skills and Product Quality in a Pottery Design Course for Grade 11 Learners Using Harrow's Learning Theory

Abstract

The purpose of this research paper was to investigate the impact   of using Harrow's Learning Theory on the development of learners' skills and product decorating quality in a grade 11 pottery design course. The researcher used learning management plans, measuring and evaluating range skills, and an observation record form to get the data. Data were analyzed from the psychomotor domain accomplishment, duration, imitation from product sketches, and creativity. The results of 14 weeks of teaching according to Harrow's Learning Theory revealed that: 1) Learners' molding skills have increased significantly. Taking into consideration the faster uptime, learners’ range of skill attainment tended to grow by an average of 1.93 points. 2) Learners can improve the quality of their own product output considered from the decorative molding, which is the same as their own sketches, and apply the skill to create a new technique. 3) Repetition, step-by-step demonstration, inspiration, and reinforcement are all methods of teaching that help learners to successful completion more efficiently. Moreover, factors that influence the development of work skills include increased difficulty, working time, class control, continuity of skill in activity, knowing the basics of individual skills, and incentive outside the classroom.