A case study of middle graders'''' aesthetic curriculum development

• Main Authors: Huang-Feng Liao, 廖偟鳳
• Other Authors: Feng-Jung Liu
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/43150751665473770427

碩士 === 國立嘉義大學 === 國民教育研究所 === 88 === This study considered aesthetic learning as an important part of art education. And the designing of aesthetic curriculum was the important factor of learning in this field. Therefore, this study designed a serial aesthetic curriculum based on related theories. The curriculum was taught practically by the way of case study, and the empirical data were gathered through participant observation in the process of teaching. Then the author analyzed the data such as observational records, students’ artistic production, and learning sheets to understand the condition of the learning and the effectiveness of the teaching. After that, the author discussed with professionals, and modified the content and structure of the curriculum, and then developed an aesthetic curriculum and a mode of aesthetic curriculum development. Finally, according to the results and findings of the study, suggestions are provided for elementary teachers to design their aesthetic curriculum in the future. Therefore, the objectives of the study were: 1) To understand the current trend of aesthetic curriculum and the situation of the art class in Taiwan, and to explore the possible way of curriculum design in the future based on related theories. 2) To develop an aesthetic curriculum fitting elementary middle graders. 3) To examine the fitness of the curriculum by case study, and to develop a mode of aesthetic curriculum development. 4) According to the findings, suggestions were proposed for future development of aesthetic curriculum. The conclusions of this study were: 1) Aesthetic ability can be increased by suitable curricular design and teaching strategy. Therefore, it is essential to develop a well-designed elementary aesthetic curriculum. 2) In developing aesthetic curriculum, the teacher should consider: (a)the integration of traditional and postmodern ideas about art curriculum, and (b)the mode and methods for developing teacher —initiated art curriculum. 3) The aesthetic curriculum and the mode of its development constructed in this study can serve as the start-point for future development and further research of the aesthetic curriculum.