Testing of the Master-Class Methodology in Teaching Artistic Disciplines in Higher Education Institutions

Abstract

The purpose of the study is to establish the effectiveness of the master class methodology for the formation of knowledge, practical skills, creative competencies, and reflective abilities of students of various art specialties. The design of the study is experimental with cluster randomization. The sample included 211 students of five art specialties, divided into experimental (n = 108) and control (n = 103) groups. A two-version pre–post test in art disciplines, expert evaluation of creative works according to 4 criteria (originality, technical excellence, innovation, integrity of the idea), and standardized motivation questionnaires were used. T-tests, a mixed linear model, and calculation of effect sizes were used to analyze the data. At the initial stage, no significant differences between the groups were found (p > .05). After a five-month intervention, students in the experimental group demonstrated significantly higher scores in knowledge and practical skills (g = 1.21), quality of creative work (g = 1.20–1.56), motivation and reflective skills (p < .01). It was found that the effectiveness of the method is modified by specialty, course of study and previous artistic experience, with the greatest effect recorded among design students and those who had no previous artistic training. The study confirmed that the master class method is an effective tool for improving art education, as it combines learning knowledge, developing creativity, and forming reflection.