The document discusses using an oval technique to improve Year 3 students' ability to accurately draw cats. It finds that most students cannot draw cats to look like the actual animal even when shown a picture. The oval technique is proposed to address this by having students use overlapping ovals of different sizes as the basis for their cat drawings. A study is conducted using this technique which observes its effectiveness through student drawings, interviews, and recordings. The results show the oval technique helps students draw cats more exactly and neatly by providing an easy guide. The technique is significant for improving drawing skills and can be applied broadly in art education.

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OVAL TECHNIQUE CAN IMPROVE STUDENTS YEAR THREE DRAWING
CAT APPEARANCE WITH ACCURATE AND NEAT
INTRODUCTION
Art also emphasize the cognitive, affective and psychomotor. This was stated
by Feldman (1996) that "... an enterprise that's encompasses teaching and learning to
make and understand art, as well as finding out about the world and ourselves through
art". He thinks that art is a field teaches us about the world and myself, other than to
concentrate on the production of art. The world of meaning can make by the
identification and evaluation of image observations or events that occur in everyday
life.
Children will only draw what was in his mind and not what he sees. According
to Glyn V.Thomas and Angele MJ Silk (1990) from his book "An Introduction To
The Psychology Of Children's Drawing" that previous researchers found children's
drawings were translated directly from their minds. The images drawn by children
mostly do not meet the characteristics of the image or object similarity he sees, and
sometimes only scribbles and lines used to deliver the item or an event.
STATEMENT OF PROBLEM
During the implementation of teaching and learning of Visual Art World for
Years 3, researchers found that most students cannot cat with correctly to the actual
appearance even the real appearance of cat is shown. This problem is detected during
researcher drawing activities. Most of their drawing of student’s year 3 was totally
different wit cat pictures to be shown in front of the class. There are students who
draw cats to form sharp, triangular-shaped face, and so on.
It will be observed during the implementation of this activity, students will
often go to in front of the class to see and observe the cat picture and come back to
their seat to draw again. Pupils are quite difficult to make their mental imagery of cats
look real. Students also often erase their drawing, as they are not able to make the

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appropriate rate compared with the picture display. In the end, students will feel hard
for them to draw images likes cat and they also lack of confident and knowledge
about drawing technique.
RESEARCH OBJECTIVES
This research is carried out for the purpose of :
i. To identify the use of oval technique in improving drawing cats look more
exactly and neatly.
ii. To identify model, theory, method, strategy and technique will be use in
oval technique can improve drawing cat.
iii. To measure the effectiveness the use of oval technique in drawing cat.
SIGNIFICANCE OF THE RESEARCH
This research was undertaken to indentify either the oval appearance and grid
technique will be improve students drawing skills especially cat appearance with
exactly and neatly. According Haslinda Maadon (2007) stated that the drawing is the
work of art that can be made to express the form of an image using dry media or using
the fewest colors..
This research is important for teacher’s especially Visual Art educators, which
are help them to apply drawing techniques are simple and effective and help students
to improve their drawing skills and psychomotor. Teachers are also able to apply the
theories and approaches that are appropriate when delivering teaching art education.
Teachers are not options for arts education should master this technique so that they
are more adept at imparting skills to the students. Visual Art educators also can apply
this model, theory, method, strategy and technique which implements in this oval
technique into their teaching process.

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School administrators, especially senior academic assistant can be use this
teaching technique as a guide to teaching and learning especially in the field of
drawing of visual arts education and it should be extended to all other teachers. This
is to ensure that there is proliferation and new ideas in the teaching of visual arts
education. They also can share or find other technique may be it is more easy and fun
to conduct and learn.
Students can also use these techniques for drawing technique is easy to learn
and effective. The technique is suitable for children who are not yet proficient in
drawing animals, especially cats look. This technique provides a specific and easy
guide students in drawing correctly. Students also change their mind about art. Art is
easy and their can express their emotion with art.
For the Parents, they can know about this technique and help their children in
the process of drawing accurately and neatly. They can also apply these techniques to
their youngest children to develop their psychomotor earlier. Parents need to know
how to develop their child psychomotor to encourage children more creative.
This technique also useful for District Education Office where they can
introduce and apply these techniques to all art education teacher in the district to
ensure that students can achieve their psychomotor development. District Education
Office can expose about the model, theory, method, strategy and technique can be use
in teaching Visual Art Education.
The Malaysian Education Ministry may also adopt these techniques to create a
variety of courses on teaching techniques appropriate visual arts education. This is to
ensure that teachers and students to be exposed to the techniques of efficient and to
improve their skills in the field of visual arts education. This will also increase the
prestige of the subject of education in the world of visual arts education in Malaysia.
This study is also important for universities either local or oversea,
particularly for universities offering Visual Art education courses. This is because
they can apply these techniques in their future teaching and encouraging them to
make a variety of findings in the latest techniques in the field of visual arts education.

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LITERATURE REVIEW
Mohd. Azhar (2006), state creative games for teachers and coaches say that
drawing is one of the branches of creativity. By drawing a pupil can express emotions
and give an interpretation of a matter. Through the production of art, students can
express their experiences in an orderly and organized. This will facilitate the students
to make a connection with each other.
Rohani Abdullah (2001) state that while children in the school, the eye
muscles by hand to achieve good coordination and are willing to learn to write, read ,
count and play activities outside the classroom . This skill is obtained when the small
muscles that increases around the hands and feet. Therefore, all activities involving
the fine muscles as possible sketching and controlled properly. Smooth muscles were
already getting ready to evolve towards better if they receive proper exposure and
effective. Methods oval shape is an approach that can be applied to help the students
in creating the look of a cat with a more streamlined and perfect.
According Md Nasir Ibrahim and Iberahim Hassan (2003) made a conclusion
about Viktor Lowenfeld Creativity Development Theory state at the age of nine, these
students are in the transition stage between Stage Schematic (7-9 years) and Stage
Dawning Realism or The Gang Age (9-12 years). Schematic level (7-9 years),
children was produced by schematic drawings or concepts. More emphasis was given
to the arrangement of objects in an image other than the image of man and all the
objects around it. Paintings are spontaneous, independent and large scale.
On Stage Dawning Realism or The Gang Age (9-12 years), children continue
to draw by maintaining certain concepts and schemes. Images are painted in a realistic
and thorough. Image of painting began to shrink in size and the children begin to
show the critical nature of the work itself. They began to compare their work with the
work of their peers and this makes them cautious and a little individualistic, and
emphasizes the quality of the work produced.
Ausabel produce Meaningful Learning Theory, 1968 (in Md. Nasir Ibrahim
and Iberahim Hassan, 2003) state that meaningful learning has three main

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components of existing knowledge, the use of or the right strategies and a willingness
to actively engage students in meaningful learning. Without all three of these
components, students will be learning by force and would rather scarce input. Pupils
in Year 3 have been able to draw a cat looks similar to the actual appearance of the
animals if they are to be exposed to a more convenient and suitable for drawing
objects on it . Draw the cat look by applying a combination of oval shape as the basis
of all sizes are more students in the production of drawings facilitate the appearance
of their cats. In addition, students at this level are able to recognize and draw the oval
shape of various sizes perfectly.
According to Eisner (1967), state learning the art is not easy to obtain
automatically in line with the maturity, but can be developed through the teaching and
learning process. It is the responsibility of teachers to provide appropriate teaching
and learning so that students can develop their talents and creativity.
Lark Horovitz (1973) states that children's drawings can be divided into four
types, namely the production of spontaneous drawing, free drawings, drawings
request impersonation or complete. Drawing produced spontaneously without
coercion from any party. An image produced in spontaneous without coercion from
teachers or adults. Drawings are produced on their own initiative in accordance with
the requirements of children.
Md. Nasir Hassan Ibrahim and Abraham (2003) suggested that the preparation
of a Learning arts education is more focused. The focus of learning that applied by the
teacher must be consistent with the problems and needs of students. This is important
to make the learning process more meaningful and students will also be more
motivated to follow the teaching and learning process.

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RESEARCH METHADOLOGY
i. Qualitative Research
This research employed the qualitative types which aim to gather in depth
understanding of my experiences about teaching Visual Art Education used the
oval technique to draw cat appearance exactly and neatly. We also can see the
impact of the technique for students, school and Visual Art Education. The
qualitative method investigates how does a technique applied in teaching Art
Education to achieve the learning objectives. Samples were selected for this
study is student’s year 3 Gemilang of Sekolah Kebangsaan Pandan Perdana,
Ampang, Selangor. There are also some technique that I implements in this
research, which are interviews and observations.
ii. Observation Technique
An Observation was carried out in one Visual Art Education seassion in
Sekolah Kebangsaan Pandan Perdana on 15th
August 2013 from 10.30 until
11.30 am. I have carried out observations of my Visual Art Education class in 3
Gemilang. Observational technique is participation observation which I have
involve in research.
iii. Interview
For this technique, I have been an interviews student from class 3 Gemilang. I
did an interview is a unstructured interview. I will conduct the interviews while
teaching and learning process. Most of the my questions is what their problem,
feeling and input before and after used the oval technique in drawing cat.
iv. Recording
To ensure the validity and reliable of my research, I also record students
artwork in drawing cat before and after use the oval technique. From this picture
I will be able to examine in greater depth and detail regarding how this

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technique can help students to draw cat appearance with exactly and neatly.
Through this recording, I will also able to determine whether the technique is
successful and achieve the goals.
v. Listing Finding
From this research and all method that I used, I have found some useful
information about the oval technique can increase student’s skill to draw cat
appearance with exactly and neatly. So I can relate all information with the
suitable model, theory, method, strategy and technique.

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REFFERENCES
Craig Roland (1990). Young In Art : A Developmental Look At Child Art. Available
At
Eisner, Elliot W. (1967). Educating Artistic Vision. New York: MacMillan.
Haslinda Maadon (2007). HBAE1403 Menggambar. Meteor Doc. Sdn. Bhd.
Feldman, E. B. (1996). Philosophy of art education. New Jersey: Prentice Hall
Lark-Horovitz. (1973). Understanding children’s art for better teaching. 35-45.
Columbus, Ohio : C.E. Merrill
Mohd Azhar Abd. Hamid (2007). Meningkatkan Daya Fikir. PTS Profesional
Publishing Sdn. Bhd.
Md. Nasir Ibrahim dan Iberahim Hassan (2003). Pendidikan Seni Untuk Maktab Dan
Universiti. Pahang : Pts Publications & Distributors Sdn Bhd.

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