Case study of applying visual culture art education for first graders

• Main Author: 趙淑玉
• Other Authors: 王麗雁
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/60491099240866098667

碩士 === 國立彰化師範大學 === 藝術教育研究所 === 93 === Abstract Visual Culture Art Education (VCAE) is a new art education trend, but at the present time, there are very few curricula developed based on VCAE concepts targeting elementary school students. For this reason, this study aims at developing and implementing a VCAE curriculum in the first grade of an elementary school in Taichung, Taiwan. This study first investigates the related theory of visual culture art education, then develops a curriculum surrounded a major theme “Humans & Nature”. This study then documents the process of curriculum implementation, and analyzes the satisfaction level and learning results of the students. Case study teacher’s thoughts and suggestions after the curriculum implementation are provided. In sum, the research study investigates the following questions: 1. What’s the implication of visual culture theories for curriculum development? 2. How does the case study teacher implement the “Humans and Nature” VCAE curriculum? 3. What are the satisfaction level and learning results? 4. What are the case study teacher’s thoughts and suggestions after teaching the designed curriculum? The researcher collected data from various resources such as participant observation, photographs, videotapes, interviews, students’ artworks and feedbacks. After collecting and compiling all the data obtained and analyzing them in depth, this study obtains the following conclusions: 1. Visual culture theories give curriculum development at least four points of inspiration: 1) Popular art such as cartoon, animation, poster design, etc. may be included as instructional resources. In this research, students respond to these instructional resources positively. 2) Curriculum should address social issues. In this research, students do not only learn how to use different art media, but also learn the key concept of “Humans and Nature”, an important social and environmental issue. 3) Curriculum should focus on the study of visual symbols. 4) Critical thinking, an important aim for VCAE, need longer time in order to see its effects. 2. In terms of curriculum implementation, “Human and Nature” is shown to be a concrete and feasible theme. The use of popular art forms such as animation, cartoon and advertisement helps motivate students to learn. Students’ artworks are diverse. Teaching strategies such as the use of metaphors, comparison, and progressively applying closed and open-ended questions are essential in leading students to think. 3. Students are satisfied with the curriculum design. Data collected from students’ self-evaluation sheets, artworks, and interviews show that students have learned the concept of “humans and nature”. Students respond that they should treat the natural environment with the attitude of protection, caring and appreciation. 4. After implementing the curriculum, the case study teacher gains several new insights. She now believes in the power of digital multimedia equipment in inducing learners’ motivation, and widening students’ understanding towards art. She also thinks that art teaching should no longer focus on media operation. Students’ thought and ideas behind their works are as important as the visual presence of artworks. The teacher, at the same time, recognizes that the students have infinite learning abilities; teacher thereby should have courage to try out new ideas. In sum, this has been a very rich learning experience for the case study teacher as well as the researcher. Key words: visual culture, art education, visual culture art education, curriculum implementation, art curriculum design, case study