NORA KNOWLEDGE AS A FOUNDATION FOR INSTRUCTIONAL APPROACHES IN ART EDUCATION FOR PRESERVICE TEACHERS IN SOUTHERN THAILAND
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Abstract
Although Nora has been recognized as an important form of cultural heritage, the systematic application of Nora knowledge to art education in higher education remains limited, particularly in developing learning models for art education student teachers. This study aimed to synthesize the body of Nora knowledge applicable to art education learning management and to develop an innovative learning management model for art education student teachers in Southern Thailand. A qualitative research methodology was employed. Data were collected from three groups of key informants one National Artist in Nora performing arts, eight Nora local wisdom masters, and ten lecturers from art education programs in five higher education institutions in Southern Thailand. Data collection methods included in-depth interviews, focus group discussions, observation of Nora performances, and the synthesis of documents and related research. Data were analyzed using content analysis. The findings revealed that the essential knowledge of Nora applicable to learning management consists of five domains: 1) dance movements 2) costumes and decorative patterns 3) music and rhythm 4) beliefs and rituals and 5) performance components. When integrated with contemporary educational concepts including Constructionism, Experiential Learning, the CRP Model, Art Integrated Learning, Design Thinking, the MACRO Model, and Creative Pedagogy, these knowledge domains led to the development of the SILP NORA learning management model. The model comprises eight stages: Study and Survey, Integrating Knowledge, Learning by Design, Prototyping and Progression, Nurturing Artistic Innovation, Observation and Open-Mindedness, Reflective Thinking, and Artistic Innovation Assessment. The model enhances art education by integrating cultural dimensions, creativity, and innovation through the incorporation of Southern local wisdom with contemporary learning approaches. It also promotes learners’ awareness of the interrelationship among art, history, and culture in accordance with Standard A 1.2 of the Basic Education Core Curriculum B.E. 2551
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