Art Teaching Models Based on the Flipped Classroom Approach for Secondary School Students: A Systematic Review

Abstract

This article aimed to synthesize knowledge from research articles related to art teaching models based on the flipped classroom approach for secondary school students. The study employed a systematic review methodology following the guidelines of The Joanna Briggs Institute for Evidence Based Nursing & Midwifery. The inclusion criteria were as follows: 1) research reports investigating art teaching models based on the flipped classroom approach for secondary school students from both national and international databases; 2) research articles published within a five-year period from 2020 to 2024; and 3) studies specifically focusing on art teaching models using the flipped classroom approach at the secondary education level. The selected studies were screened according to the established criteria and subsequently synthesized and interpreted.

The findings revealed that the principles for designing art learning activities based on the Flipped Classroom approach consist of three key principles: 1) providing fundamental content before class, 2) utilizing classroom time for creative production and hands-on practice, and 3) positioning the teacher as a facilitator of learning. In addition, four conditions contributing to the successful implementation of the approach were identified: 1) students' accessibility to pre-class learning materials, 2) concise, comprehensible, and classroom-aligned instructional media, 3) classroom activities emphasizing hands-on practice, discussion, and creative production rather than lectures, and 4) continuous guidance and feedback provided by teachers throughout the learning process.