A Research of Curriculum Design in Multiculture Art Education

• Main Authors: Ju-Jiung Peng, 彭竹君
• Other Authors: Ann Kuo
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/60334641915983135516

碩士 === 國立彰化師範大學 === 藝術教育研究所 === 89 === A Research of Curriculum Design In Multicultural Art Education Abstract Multicultural education is often considered to be synonymous with Postmodernism. Multicultural education is also a concept and a process, and is one of the postmodern issues. Multicultural art education curriculum is focused on the complexity and diversity of postmodern regarding people, maters, and objects that are considered as product of culture, by integrating meaning and value of social culture through art education and further understand the origin and development of culture. In this research we studied and analyzed documents related to multicultural art education curriculum design. We also took hold of some curriculum design examples and analyzed the content, analyzing the multicultural concept of three curriculum examples, and we have classified the theory of multicultural art education curriculum design as follow: 1. Time, environment, and object should be taken into account in the curriculum theme. Thematic description should be related with the student’s life social meaning, environment, and experiences. 2. Curriculum planning should start from the individual, then use its experience from the family and surrounding as the content, and then go further into other races, societies, and nations that linked to the curriculum, so that its development is worth to be continued and expended. 3. The choice of artwork is not the privilege of “fine art” any more. There is more receptivity to non-Western art, the art of the minority, women’s art, popular art of popular culture, environmental art, and ecological art etc. 4. The context of the curriculum is not restricted to art production any more. It includes discussion and research of artwork. Artwork is defined from the point of history, society, and culture and the issue was designed and led from the point of social culture issues. 5. Aside from possessing a multicultural concept, the teacher of multicultural art should understand the definition, nature, and the value of postmodern art, be capable of choosing teaching materials from the mass volume of arts and the broad sense of artwork, and should know how to utilize the resources such as environment, society, and students.