THE REFLECTIVE REVIEW ON POST-MODERN THINKING
A BASIS FOR THE VISUAL ART EDUCATION CURRICULUM DEVELOPMENT IN INDONESIA
Zakarias S. Soeteja
The modern thinking which influences the different fields of knowledge has led to a post-modern era to Indonesias education. This post-modern thinking is reflected in the varying disciplines of knowledge which include: philosophy, psychology, socio-culture, information technology and of course in visual art and design. The development of the visual art education curriculum in public seniour high schools in Indonesia has had an impact on the components of the curriculum design and its implementation. In this case, the basis of the research is the reflective review on the Critical Post-modern thinking towards the current Visual Art Education Curriculum for seniour high schools in Indonesia. A critical and reflective investigation was carried out in a qualitative way through a non-interactive strategy by using the theory and concept of postmodern thinking, and curriculum development. The findings of this study showed that the basis for curriculum development in Indonesia for seniour high schools is mostly influenced by the postmodern thinking, though the contemporary fine-art has not been considered. The components and concepts used in curriculum design are evident to the influence of postmodern thinking, more so, with the use of multi-concepts which accommodate similarities and differences. The implications and recommendations of the research include: redefining post-modern thinking in relation to visual art education based on the socio-cultural context of a given place; developing up-to-date learning materials based on the prevailing condition of a given period; understanding the development and implementation of the curriculum in relation to the principles which accommodate similarities and differences; and carrying out evaluations that measure the potential development of children and support multi-culture and also continuous research in an effort to develop appropriate learning models based on principles which aim at developing the different potentials of students through visual-art education.
Keywords: rVisual Art Education, Post-modern Thinking, Curriculum, and Curriculum Development