Case Study of a Junior High School Teacher Implementing Visual Culture Art Education

• Main Authors: Shu-Mei Hsieh, 謝淑美
• Other Authors: Li-Yan Wang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/95269729391435160426

碩士 === 國立彰化師範大學 === 藝術教育研究所 === 93 === Abstract This research discussed how a junior high school teacher implemented a Visual Culture Art Education (VCAE) curriculum. Data was collected through participant observation, interviews and collected artifact. Questions explored through this research were: (1) What were the case study teacher’ s teaching concepts and instructional focus prior to implementing the VCAE curriculum? (2) What were the process and results of curriculum implementation? (3) What were the difficulties the case study teacher confronted with while implementing the curriculum? Findings of this research were as follows: (1)Academic background influenced the case study teacher’s instructional concept and content. As a result, her teaching tended to focus on transmission of techniques, and paid little attention to cultivating students’ interests in areas such as self-introspection, art criticism, and appreciation. The integration of visual art with theater and music was also ignored. (2)Case study teacher initially had doubts and concerns with regard to visual culture in art education. But while implementing the designed VACE curriculum, she was able to grasp the basic concept and achieve major goals of the curriculum. Students’ participation was progressively transformed from passiveness to activeness. (3)The VCAE curriculum was very different from what the case study used to teach. In the beginning, students didn’t participate in conversation voluntarily; the case study teacher thereby utilized bonus points to encourage students to speak. Meanwhile, the teacher’s mood was occasionally affected by worries about time control or class management issues. Luckily, with some guidance from the teacher and when teaching content connected with students’ life experience, students started to show signs of critical thinking and social concerns. In the end, students were able to express their own ideas and appreciate their classmates’ works and varying interpretations. (4)The difficulty induced from implementation and teaching the VCAE curriculum had challenged the case study teacher in various ways. For her, it was a new way to approach art teaching. The curriculum content addressed concepts of the body, some students’ insensitive remarks at times obstructed the teaching activity. In addition, the greatest difficulty for the case study teacher was the scarce digital education resources in the school. The lack of opportunity to practicing and operating the media equipment in the past attributed to teacher’s anxiety and fear. (5)In the end, the case study teacher reflected on and reviewed her own teaching and the VCAE concept. The teacher realized that only by extending the teaching tentacles to grasp the pulse of the age, could she understand issues students cared about at the time and plan curriculum that would encourage students to study further. For the teacher, the improvement of digital education proficiency was her top priority. From resisting the VCAE concepts till smooth implementation of the curriculum, the case teacher had undergone a journey of transformation from self-doubt to self-fulfillment and acknowledgement.