DEVELOPING AN ART TEACHING MODEL THAT AFFECTS THE APPRECIATION OF LOCAL IDENTITY OF STUDENTS IN MULTICULTURAL SCHOOLS CHIANG MAI PROVINCE

Abstract

This research aimed to: 1) Develop an art teaching model that promotes appreciation of local identity, 2) Evaluate the effects of implementing the developed art teaching model, and 3) Assess satisfaction with the art teaching model. The study employed a research and development methodology. The sample consisted of 60 students in grades 4 - 6 and 4 student teachers, selected through purposive sampling. Research instruments included focus group discussion forms, a model suitability assessment form, achievement tests, art expression assessment forms, action plan feasibility assessment forms, and satisfaction questionnaires. The statistics used in the research were mean, percentage, standard deviation, t-test, and descriptive content analysis. The research findings revealed that: 1) The developed art teaching model promoting local identity appreciation which comprises eight key components: principles and concepts, objectives, learning management procedures, media and learning resources, measurement and evaluation, roles of teachers, roles of learners, and factors affecting local identity appreciation. The model's suitability was rated at the highest level ( = 4.83, S.D. = 0.12). 2) Regarding the implementation results, students' post-learning achievement was significantly higher than pre-learning at the .05 statistical level. Their overall art expression was at a good level ( = 2.53, S.D. = 0.29), and the feasibility of action plans for disseminating art works to the community was at a moderate level overall ( = 2.42, S.D. = 0.23). and 3) Students' overall satisfaction with the teaching model was at a high level ( = 4.06, S.D. = 0.95).