1. The Development Skills of Design in Line Element in
Grid System on
Visual Art Education :
Student year 2
CHAPTER 1
Written by
MOHD FAROL B MOHD FAUDZI
MASTER VISUAL ART EDUCATION

2. Contents
1.1 INTRODUCTION.................................................................................................................................3
1.2 STATEMENT OF THE RESEARCH PROBLEM .......................................................................................5
1.3 RESEACH OBJECTIVES........................................................................................................................5
1.4 RESEACH QUESTIONS........................................................................................................................6
1.5 OPERATIONAL DEFINITION ...............................................................................................................6
1.6 Limitation of the study......................................................................................................................7
1.7 Significance of the Study...................................................................................................................8
Bibliography ..................................................................................................................................................9

3. CHAPTER 1
1.1 INTRODUCTION
Based on the National Education Philosophy, Education in Malaysia is a great scope of
developing individual potential overall in order to shaped a very intellectual man and create a
human civilization. This effort ensure the existing of Malaysian society whom developed as a
knowledgeable, responsible, noble and manage to achieve a great life besides, being
productive in family, society and nation.(article from Visual Art education standard,KBSR,2002)
Thus, Visual art education being introduced as a school subject in primary and secondary
school in order to shaping creative, productive generation through basic principle or visual art
education. The content of curriculum in Visual Art education will be able to help students to
appreciate the creation of God and the beautiful of nature as the beauty of the art will encourage
the students to being educated and for instance will being productive for family, society and
nation through art. Some Philosopher from various century, has claimed that art is very
important in human civilization as to achieve the harmonies of human life. Based on Sidi
Ghazalba, in his book, ‘Pandangan Islam Tentang Kesenian’ revealed that a culture is about
how we think,how we feel,and how we being in the society which shaping the society, in a place
and in a time. In other word, culture is more on how we think and how we achieve and enjoying
life. Thus, its peel out the statement of art is, ‘how we own the life’ or instance art is ‘lifestyle’ of
people whom developed and spread in order to create a whole society. (Rizali, 2012)
On the other hand, Art education is very important towards children in psychological aspects.
Based on Herbert Read and Victor Lowenfeld (1975) in (ibrahim, 2003), Art education
supposedly based on psychological aspects which its seeing the development of the children
itself. How the children can express themselves, eventually via doing art. Through Visual Art

4. education (VAD), the human potential revealed out from the children. It can be observe through
motivation, creative personality, eyes coordination practice, understanding towards art sublimit
and quality of education. This can create a creative individual who have own esthetic conscious
in a future.
Syllabus of principle of pattern and design is one of four courses in Visual Art education
syllabus in primary school under Ministry of education Malaysia. This course actually give a
opportunity, understanding, skills in doing various of pattern and being applied in order to create
a new design. Through this course, syllabus of doing pattern and design, students can create a
various kind of structional pattern via a variety of technique. Theoretically, based on
Rousliluddin et.al.(2007) pattern is a motive which freely placed or in a systematic placement.
Based on Visual Art education syllabus, KBSR, pattern being divided into two types which is
systematic pattern or free pattern. Through VAD, students enhancing their skills by creating a
creative pattern as a new design via various of technique.
Thus, I was tend to focus on the creation of systematic pattern by using the principle of line
which is one of six principle in art whereby it gives the value towards an artwork. This research
will being conducted and how the demonstration in learning process will adapted in class
activity. The skills of creating a pattern will be evaluate through the planning and module of
learning and create a systematic pattern using line principle in a grid system.
This module used in order to deliver the content of how the skills of creating a pattern practically
as it can help the understanding of the students based on demonstration. (Poon & June, 1994)
claimed that demonstration or in other hand is ‘sitting next to nellie’ is a way usually
approached for practice and its covered up all the show making by the tutor in order to deliver
the content through the experiences of the tutor itself. Somehow, students become a fast
learner as they understand very much well via sample and module that being showed.

5. 1.2 STATEMENT OF THE RESEARCH PROBLEM
Along conducting and teaching VAD on primary school from year 2. I was find out that a few
problem has been identified in progress of learning and teaching. Basically, students didn’t bring
their art materials and automatically students will not able to finish up their artwork. Besides, a
few students whom a really not interested at all to participant in art making learning.
Based on the overview along the activity which conducted, the process of learning and teaching
VAD, in making of Pattern and Design, I was find out that students are really weak and the
artwork was poorly done. The students are not able to use the line principle in making of pattern
and creating a design. The simple principle of line still not being teaches well towards the
students as they still have a poor understanding towards the line element and systematic
pattern of artwork. Besides, I was observe that students knowledge of VAD is very weak.
Overall, its can be conclude that, VAD and the syllabus of making Pattern and design was being
approached weakly. Usually, students will experiment with unsystematic pattern making which
they will explore using a free technique with their teacher. This kind of technique usually came
up with a simple skill and totally uncovered the line principle in details.
1.3 RESEACH OBJECTIVES
I. To identify and measure the development skills of design in line element, in grid system
via VAD
II. To enhance the understanding of VAD based on line element and principle via Pattern
and design syllabus.
III. To enhance the skills of doing pattern and design in VAD via demonstration.

6. 1.4 RESEACH QUESTIONS
I. Why the line element in grid system being introduced in VAD?
II. How the understanding of VAD being enhance?
III. How the skills of doing pattern and design being enhance?
1.5 OPERATIONAL DEFINITION
1.5.1 Development skills of design:
Art is an asset used to supplement early childhood education by enhancing the
development of social, cognitive and motor skills in an enjoyable and expressive way. By
learning how to make creative choices to carry out the completion of a project, children
find their personal passion through their work and efforts. Art assists in making children
more balanced and well rounded as individuals on the path of learning and self-
discovery. (Decker, 2011)
1.5.2 Line element:
An element of art used to define shape, contours, and outlines; also to suggest mass
and volume. It may be a continuous mark made on a surface with a pointed tool or
implied by the edges of shapes and forms.
1.5.3 Grid system:
"The underlying idea of transferring information from one grid to another has a long
history in both mathematics and art. When the blank grid differs from the original grid, for
example, a drawing can suffer intriguing distortions. In art, the result is sometimes called
an anamorphic picture. Mathematically, you're looking at the results of a type of
transformation or mapping. To create one sort of anamorphic picture, you start with a
piece of paper ruled into square cells and another ruled with the same number of

7. trapezoids. Draw your picture on the square grid. Then carefully copy the contents of
each square of the original grid to the corresponding trapezoid of the other grid,
stretching the lines of the drawing to make sure everything fits together. You end up with
a distorted version of the original picture. Interestingly, if you now look at the final
drawing at the proper angle from the edge, it appears undistorted. (Decker, 2011)
1.5.4 Visual Art Education(VAD):
Visual art is an art form that focuses on creating the visual form such as painting,
photography, graphics and movies (Ghazali, 2007). Most of artistic disciplines such as
performing arts, language and cuisine. Involve aspects of the visual arts and other art,
so the definition of art is limited. In other words, the visual arts is a revenue / invention
can be seen through the eye sight. Results work is derived absolute mind and art in
one's mind and translated into tangible objects, and can be seen as pictures, sculptures,
models and so on. Visual Arts Education aims to give students the opportunity to
develop interests, develop character, to create awareness and sensitivity to the values of
the arts and the environment as well as its relationship with other subjects (malaysia,
2011).
1.6 Limitation of the study
This study will be conducted towards school primary students in the state of Kuala Lumpur. The
specific school being picked, as the demonstration covered a lot of time to being conducted.
Thus, the time itself limit this studies as well.

8. 1.7 Significance of the Study
I was tend to produce an activity on enhancing the skills of doing pattern use the element of line
in a grid system which being structional via (BBM) the learning materials through 2D,2
dimensional and 3D, 3 dimensional by demonstration. The learning materials prepared as to
enhance the understanding of this course towards the application of line element in making a
pattern and design through grid system. This study is to measure the development of students
skills in doing a pattern and design by the understanding towards the principle of line and the
grid system. The systematic and structional of line will be introduced and approached in the
syllabus of making a Pattern and Design. The skills will be demonstrate and introduced as to
encouraged the students to be interested in involving and participant the art making activity.

9. Bibliography
Fazlin Kamsan.(2012). Meningkatkan kemahiran ton warna menggunakan media oil pastel. IPG Kampus
Ilmu Khas, Kuala Lumpur
Hassan Mohd Ghazali. (2007). Teks kreatif pendidikan seni visual tingkatan 1. Kuala Lumpur : Creative
Enterprise Sdn. Bhd.
Kementerian Pendidikan Malaysia. (2011). Huraian sukatan pelajaran pendidikan visual KSSR. Kuala
Lumpur. Pusat perkembangan kurikulum
Md. Nasir Ibrahim, Prof. Madya Ibrahim Hassan. (2003). Pendidikan Seni Untuk Maktab dan Universiti.
Bentong: PTS ublications & Distributor Sdn. Bhd.
Nanang Rizali. (2012). Kedudukan seni dalam Islam. Tsagafa-Journal Kajian Seni Budaya Islam, 1(1), 1-8
Poon & June, M.L. (1993). Creative in art. Canada : Thomsons learnings Inc.
Ruzitah Tapah & Hassan Mohd Ghazali. (2000). Teks lengkap pendidikan seni tingkatan 2. Selangor :
Penerbit Fajar Bakti Sdn. Bhd.