An action research of social-issue oriented art instruction

• Main Authors: Yao-Tung Chang, 張堯統
• Other Authors: Jin-Shiow Chen
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/19479946944801778239

碩士 === 國立嘉義大學 === 視覺藝術研究所 === 92 === Abstract An action research of social-issue oriented art instruction The study aims at exploring how to implement a social-issue oriented art instruction, which is developed and taught by myself, the art teacher and the researcher. The focus of this art instruction design is on developing proper teaching strategies for stimulating students to think, discuss, and solve problems. In this social-issue oriented art instruction, the teacher had to design teaching activities and strategies, to teach by himself, and to attend the reaction of students and their difficulties in the learning process. By means of thorough self-reflection, the teacher had to adjust the art instruction to improve students’ participating in and learning from social issue discussions. This qualitative action study targets two classes of the fifth graders in A Elementary School, while the social-issue oriented art instruction was given for each class for three months. The data for this study include observations, interviews, teaching diaries, students’ artworks and evaluations. Findings of this study are listed as follows: 1.About the instruction process Applying current societal cases to the teaching will help students make a linkage with their knowledge and experiences. Core issues and visual teaching aides are good at encouraging students to discuss and think. The strategy of team cooperation could be integrated with the art-making activities to train students’ critical thinking abilities. 2.About the teacher’s utilization of teaching strategies (1)discussion, (2)visual teaching aides,(3)art-making activities. 3.During the course of the social-issue oriented art instruction, the interaction between a teacher and students can be divided into four periods: (1) Adaptation Period, (2) Conflict Period, (3) Adjustment Period, (4) Maturity Period. 4.Four challenges for art instruction process: (1) Dialogue and discussion, (2) Utilization of audio visual media, (3) Artwork construction, (4) Some parents’ influence on social values. 5.Difficulties faced by the teacher including: (1) lack of personal experience in addressing social issues, (2) the influences of personal social bias. 6.The teachers’ in-depth reflection of how to stimulate students’ interest in social issues, to select proper issues as will as do develop good teacher-student relationship is the key to the success of the social-issue oriented art instruction. 7.The teacher uses teaching skills to enhance dialogue, adjust design of teaching activities timely, listen to and respect students’ diverse ideas, inspect teaching process and gain personal. Students can learn to address and judge social issues, analyze meanings within visual arts and communicate when creating artworks. In addition, this study offers suggestions on teaching curriculum implementation, teacher preparation and future research. Key words: social-issue oriented art instruction, audio visual media, critical thinking abilities