Implementation of Forum Theater as A Teaching Medium of Visual Arts Subject for Upper Secondary to Master 4c Skills of
Pak21
Nazihan Abdullah 1*, Muhammad Faisal Ahmad1
1 Fakulti Muzik Seni Persembahan, Universiti Pendidikan Sultan Idris,Tanjung Malim Perak, Malaysia
*Corresponding Author: [email protected]
Accepted: 15 February 2023 | Published: 1 March 2023
DOI:https://doi.org/10.55057/ijares.2023.5.1.2
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Abstract: This study examines the implementation of Forum Theater as an alternative method of teaching Visual Arts with the goal of mastering the 4C skills of critical thinking, collaboration, creativity and communication in 21st Century Learning (PAK21). It is done in compliance with the government’s announcement in the PPPM 2013-2015, in which the Ministry of Education emphasised PAK21 in teachings in order to enhance of quality of our country’s education system. If the Moe’s goal in met, Forum Theater could be used as an instructional approach in PAK21 to diversify teaching techniques. The study’s goal is to illustrate the use of Forum Theater in Visual Arts Education in such a way that could demonstrate its suitability as a teaching tool for acquiring the 4C skill of PAK21. as a means of obtaining data for this study qualitative methodologies are used. The researchers utilized the techniques of document analysis, workshop theather and questionnaire.
Keywords: Forum Theater, 4C Skill PAK21, Education Visual of Art
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1. Introduction
21st Century Learning (PAK21) is oriented towards a learning process concerned with methods and concepts to discover student excellence. The government-recommended approach of incorporating a fun learning element is intended to create a more dynamic and interesting learning environment. Theater play, such as Forum Theater, is one of the methods of fun learning elements that can be used in teaching. The focus of this study is to combine fine arts skills with Forum Theater performance art in order to master the 4C skills of PAK21. Forum Theater Arts is committed to introducing a new approach that is relevant for the learning and teaching process both in and out of the classroom. According to Zahuri and Sayuti (2019), the Visual Arts necessitate a variety of creative and innovative approaches in order for students to effectively understand the theoretical and practical aspects. To deliver teaching and learning more effectively, teachers should come up with innovative teaching strategies that take into account the changes in contemporary developments.
2. Objective of the Study
This study intends to examine the implementation of the Forum Theater technique in teaching the Visual Arts (PSV) in acquiring the 4C skills of PAK21. The objectives are as follows:
i. Incorporating Forum Theater into the curriculum of PSV for upper secondary to fulfil the 4C skills of PAK21.
ii. Building a conceptual framework of Forum Theater into the curriculum of PSV for upper secondary to fulfil the 4C skills of PAK21.
iii. Evaluating the feasibility of Forum Theater as an alternative teaching method for upper secondary PSV subject in mastering the 4C skills of PAK21.
3. Problem Statement
The priority of PAK21 is on student-centered learning. However, some teachers are still unable to implement student-centered teaching and learning. According to Zahuri and Sayuti's (2019) study, art education teachers primarily serve as student facilitators but still lack pedagogy when delivering PAK21. There are still numerous teachers who use traditional teaching and learning methods and are too pleasant doing so because they are reluctant to contemplate new teaching methods. This being said as stated in the study of Laksmi A/P Permal and Mohd Kipli (2020).
Teachers also lack a guide to diversify their instructional strategies due to a lack of training and exposure to theater play approaches, preventing them from diversifying their teaching methods. This statement is supported by the research of Ainun Rahmah, Zamri, and Wan Muna (2017), who found that the variety of approaches and teaching methods used by teachers is critical to ensuring that students excel and avoid becoming bored. As a result, this study was conducted concurrently with the aforementioned issues, and we hope that teaching predicated on the Forum Theater will be able to create fascinating learning and master the 4C skills of PAK21.
4. Research Literature
21st century learning (PAK21) emphasizes four skills (4C) to be achieved in teaching and learning, namely critical thinking, communication, collaborative and creativity. According to the Malaysian Ministry of Education (2017), critical thinking in PAK21 requires teachers to develop students' abilities to analyse arguments, evaluate arguments and claims, and evaluate various points of view. Critical thinking can indeed help students perform in-depth analyses and improve their information processing skills.
PAK21 encourages teaching and learning to improve student communication during the PdP process. In accordance with the Malaysian Ministry of Education's PAK21 guide manual (2017), students must develop communication skills in order to effectively articulate thoughts and ideas using verbal, nonverbal, and written communication skills in various forms and listening contexts to interpret meaning, knowledge, values, attitudes, and intentions.
Communication is also used for the purpose of conveying, teaching, motivating, and persuading. Capability to use a variety of media and technologies, as well as evaluate their impact and effectiveness. Abilities to communicate effectively in a variety of environments that span languages and cultures.
Collaborative is the third skill that requires being mastered in PAK21. According to the Malaysian Ministry of Education (2017), collaborative can produce various ideas and perspectives from many points of view, resulting in more comprehensive and holistic results as well as fostering the increase of knowledge for those involved. Collaborative is inextricably linked to communication skills and can't be separated seeing as communication skills are defined as the ability to deliver ideas clearly through writing and speaking. It is frequently combined with collaborative skills, which are used in group activities to reach a common goal.
Creativity is frequently associated with innovation and 'thinking outside the box'. As a result, PAK21 underlines creativity as one of the skills that must be mastered in teaching and learning.
The concept of creativity can be broadened to include the exchange of ideas, the acquisition of inquiry skills, and the collection of ideas for future use. According to Henderson (2008), the keys to success in the ever-changing global economic system are creativity, ingenuity, and innovation. Piirto (2011) categorises creativity skills into three categories: creative thinking, creative collaboration, and innovative implementation.
According to Kay and Greenhill (2012), a school that intends to be a 21st century school must incorporate the 4Cs (critical thinking, communication, collaborative, and creativity) in seven steps, such as developing a vision of the student's existence that is in line with current world development in order to build an excellent community. The Forum Theater methodology enables for creativity in implementing teaching and completing the 4C skills.
According to Boal (2002), Forum Theater is a type of game and debate with rules that can be changed as needed so that all players participate in the discussion to benefit those involved.
Forum Theater is a method of expressing life that uses a forum approach, as well as a way for people to enjoy entertainment together without feeling disconnected from the performers.
The production of Forum Theater consists of four (4) steps: script development, anti-model acting, forum session, and intervention. Students must master these four steps because they are intertwined to one another. Every step of Forum Theater could perhaps explore and assist students in mastering the 4C elements required by PAK21. According to Andika (2018), Forum Theater in general is a tool that can be used in a range of ways. As a result, the use of the Forum Theater in this study is dependent on the suitability of the time and place, as well as the study's objectives.
5. Research Methodology
This study employs a qualitative approach that involves survey and questionnaire methods. The qualitative approach was chosen because it is based on a comprehensive description of the study problem. Research design plays a role in explaining the framework, planning and research procedures. The researcher examines the effectiveness of Forum Theater in teaching and learning the subject of Visual Arts Education using observation methods, learning and teaching processes in the classroom, and questionnaires. This research was carried out at one of the schools in the Gombak district.
The use of the Forum Theater method in the appreciation of painting artworks for critique is emphasised in this study. The researcher selected seven (7) Form four students to participate in the Forum Theater workshop. Seven (7) respondents were exposed to the Forum Theater, and they used it to express their appreciation for the work that had been produced.
Qualitative research is a method that emphasises efforts to find and provide evidence as well as non-numerical observations, even when there is statistical evidence. The majority of studies in this field provide information, interpretation, or meaning in the context of a communication process. This method also aims to provide information about human nature and condition by taking a broad view of any social action. As a result, qualitative research is not concerned with gathering a large amount of data. This method, on the other hand, seeks to obtain quality information by focusing on a small sample size, Azizah Hamzah (2010).
6. Conceptual Framework for the Forum Theater Production Process
The researcher employed three (3) phases of analysis in this study. The first phase is the document analysis phase, which collects data to form a conceptual framework of the Forum Theater for the teaching of PSV painting art form 4. Following the completion of the data analysis, a conceptual framework is created based on the sources used to collect the data.
Finally, in phase three, use the conceptual framework that was created to apply the Forum Theater technique in the classroom. Following that, a total of seven (7) students were chosen to complete the questionnaire in order to confirm the conceptual framework's applicability.
6.1 Phase One
The researcher gathered data from previous studies, DSKP, and the PAK21 Manual to create a Forum Theater framework for classroom use. Having followed that, the analysis process employs an inductive coding method to code the relevant codes found during data collection.
In order to test the applicability of the Forum Theater teaching framework in the classroom, the researcher separated the codes and related themes then structured them.
6.2 Phase Two
The Discipline Based Art Education (DBAE) module serves as the foundation for the second stage of the conceptual framework production process. Artwork, art history, art criticism, and aesthetics are the 4 components of the teaching and learning process that are highlighted in the DBAE curriculum. The ability to create works of art includes not only the finished product but also the appraisal of the creative process used to create it. The history of art makes up the second component. Students learn about the history of the evolution of art, its civilisation, and how it changed from prehistory to the present. The art of criticism is the third core of the DBAE curriculum. For the purpose of appreciating the work of art and comprehending art in society, students are taught how to interpret, evaluate, and theorise the nature and quality of a work of art. The final DBAE focus is on the aesthetics of the criteria to assess as well as the meaning that should be communicated through the artwork created. Juriah (2018) asserts that DBAE- based teaching strategies put an emphasis on exercises that foster critical thinking, visual literacy, and portfolio development.
6.3 Phase Three
The last stage involves putting the conceptual framework produced for Forum Theater into practise in a classroom setting to assess its applicability. With seven (7) chosen participants, a theatre forum was organised in class. Before introducing the conceptual framework in the classroom, the chosen respondents attended a workshop to learn more about Forum Theater. In order to teach visual arts- students the 4C skills of PAK21, the workshop's introduction and explanation of Forum Theater in detail is its main goal. Following the workshop, the respondents held a Theater Forum on painting art from the Form 4 syllabus in front of other students to gauge the relevance of the conceptual framework. Finally, in order to verify applicability of the created conceptual framework, respondents answered the questions. The questionnaire approach was adopted so that each responder may express their thoughts without being swayed by the opinions of other respondents.
6.4 Data Analysis
Data analysis is a difficult process that requires weighing the relative merits of deductive, inductive, and descriptive reasoning in relation to both tangible facts and abstract notions, Merriam (2001). The data collecting and data analysis processes were carried out simultaneously by the researcher in this study. The data collecting procedure is descriptive,
meaning that the study's findings are conveyed narratively, therefore the researcher employs this method to analyse the data.
Diagram 1: Data Collecting Process Resource: Researcher
7. Research Findings and Discussion
7.1 Implementation of Forum Theater Methodology in the teaching of the Visual Arts subject in mastering the 4C skills of PAK21
The first step for Forum Theatre is to draft a script. Students are free to produce and develop scripts at this level based on their own ideas and experiences. The topic that has been chosen and the topic contained in the curriculum must be related in the written script. This process will encourage students' creative thinking in order for them to develop their own stories and ideas with more creativity and ideas that are closer to their hearts. Through this method, students' creative thinking will be encouraged, allowing them to build their own stories and concepts with greater originality and ideas that are closer to their hearts. This is in line with the concept of creativity, which inspires students to think creatively. According to research by Nadarajan Thambu, Mohamad Khairi Haji Othman, and Noor Banu Mahadir Naidu (2020), Forum Theater can help students acquire certain cognitive abilities and levels of morally valuable thinking.
The Forum Theater's second act is an anti-model act. Acting that is conducted without having to be realistically realistic is known as anti-model acting. At this point, the produced script is clarified to describe the highlighted issues. Students' communication skills can be enhanced at this stage. It is compatible with PAK21 elements that outline effective communication skills to help students become more confident and globally competent. This level of anti-model acting can assist students in effectively expressing ideas and thoughts through written, verbal, and non-verbal communication in a variety of contexts, as well as through effective listening skills to decipher the meaning, values, attitudes, and intentions being conveyed.
The forum session is the third step afterwards. A forum-style performance of forum theatre is given twice. the first stage where actors could express their emotions without needing to portray a role. Facial expressions and emotions will be visible throughout the speech. The session will then come to an end and the spec-actor will provide feedback on what has been presented. At this time, there will be a forum session in which everyone will participate in order to give the actor a positive review. Speck-actor appears to contribute to the story's outcome in ways that the author did not anticipate. This means that the story is re-enacted twice: once for the actors and once for the audience. This forum-style setting will promote collaborative learning among
CONCEPTUAL FRAMEWORK DEVELOPMENT BASED ON THE DBAE MODEL DOCUMENT
ANALYSIS
PREVIOUS RESEARCH
DSKP
PAK21 MANUAL
IMPLEMENTATION OF FORUM THEATER IN CLASSROOM
CONCEPTUAL FRAMEWORK USABILITY VALIDATION
(QUESTIONNAIRE)
students. Students collaborate to find a better solution and can express their opinions on the response that is being played on them. At this point, all students can contribute ideas and assist in finding solutions to the issues that have been highlighted. This allows for a variety of outcomes, which can improve the story. This intervention is facilitated by Joker, who allows for the creation of dialogue at a level where the performance itself becomes a dynamic forum for discussion. This gives participants the opportunity to express their concerns and desires.
The Forum Theater approach can boost student creativity in script production and foster a collaborative environment for all students to enjoy a student-centered learning environment.
This is supported by Jackson's research in Maria Catharin (2000), who found that Forum Theater can stimulate debate in the form of action, allowing people to be more positive in their lives. Again, Forum Theater, according to Maria, is a performative pedagogy for teaching and learning life skills in creative arts as part of life orientation learning. Forum Theater can also nurture the collaborative learning environment required by PAK21. This is due to the fact that all students will collaborate to find solutions to the issues raised by the actors. According to a study conducted by M.Lunden, S.M.Lundgen, M.Marrison, and M.Lepp (2017), Forum Theater can create a dynamic and enabling learning environment that allows students to take on different roles while determining the best way to collaborate. They believe that Forum Theater can encourage students to use various communication strategies, which can lead to teamwork and good cooperation.
The intervention stage is the final stage in the Forum Theater. At this stage, students will discuss solutions that emphasise pure values in order to address the problems in the issue in a good and ethical manner. According to M.Lunden, S.M.Lundgen, M.Marrison, and M.Lepp (2017), Forum Theater can improve students' personalities and feelings of patriotism. This is supported by the research of Viviana Sappa and Antje Barabasch (2019), who found that Forum Theater can improve understanding of interpersonal conflict in schools and encourage a culture of active learning strategies.
This is in line with PAK21 which emphasizes critical thinking skills. Critical thinking in PAK21 necessitates students' ability to analyse arguments, evaluate arguments and claims, and evaluate various points of view. Critical thinking can also help students perform in-depth analyses and improve their information processing skills. According to the research of Hakkarainen, Paivi, Vapalahti, and Kati (2011), Forum Theater can improve the acquisition of domain-specific knowledge, methodological skills, and the ability to solve social problems on a daily basis.
7.2 Suitability of Forum Theater in the teaching of the Visual Arts subject in mastering 4C skills of the PAK21
The researcher has used four phases of Forum Theater technique guided by DBAE to produce the conceptual framework of it to be used as a teaching medium. The four Forum Theater phases correspond to the process found in the DBAE module. Respondents were able to create scripts based on the works by incorporating elements of art history and aesthetic values.
Criticism can be practised through anti-model acting and forum sessions. Overall, students are capable of mastering the 4C skills found in PAK21. The students' active level is also quite substantial, and each one responds to criticise and express their opinions on the issues presented.
7.3 Validity of the applicability of the Forum Theater conceptual framework as a teaching medium for the subject of the Visual Arts in mastering the 4C skills of PAK21
According to the results of the Forum Theater implementation in the classroom, all respondents agreed that the Forum Theater conceptual framework is appropriate for teaching PSV subject.
The analysis scale is as follows: a) Strongly Agree, b) Agree, c) Strongly Disagree, and d) Disagree. The questionnaire contained a total of ten questions. Figure 2 shows a percentage analysis of the responses obtained from the questionnaire.
According to the results of the questionnaire, three of the seven respondents stated that they agree, and four of the seven said they strongly agree that the forum theatre could help students master the 4C skills in PAK21. As a result of the study, all seven participants were willing to affirm that the Forum Theater conceptual framework is suitable for use as a teaching and learning tool for Visual Arts Education in order to acquire the 4C skills of PAK21. To further increase the credibility of the data that has been gathered, a theatre industry veteran has been appointed to validate the data that has been collected.
Diagram 2: Findings of Questionnaire Analysis Resource: Researcher
8. Conclusion
In conclusion, the Forum Theater approach is a novel approach to diversifying teaching methods in the classroom in order to foster a harmonious, enjoyable, and ethical learning environment. After mastering the 4C elements, the student-centered learning environment in PAK21 is affirmed to make students more active and competitive. A fun learning environment can be created both inside and outside of the classroom. The Forum Theater method is ideal for passive students and can be used as therapy to help students develop self-confidence, increase their potential, and express themselves. Teachers ought to be resourceful and always use a creative approach to ensure that the learning environment is not boring and that students are engaged from start to finish.
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