Art Curriculum Design with Local Culture Resources –Take Hu-Dong Elementary School in Changhua County as an Example

• Main Author: 陳子騰
• Other Authors: 呂燕卿
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/30472060552768653627

碩士 === 國立新竹教育大學 === 進修部美勞教學碩士班 === 93 === Art Curriculum Design with Local Culture Resources --- Take Hu-Dong Elementary School in Changhua County as an Example Abstract Out of cultivating students’ knowledge and appreciation for their living environments and the local cultures, as well as enriching their recognition and aesthetic sense for the beauty of local arts, this thesis aimed at associating Art & Humanity Field in current elementary school courses with local culture resources, including local culture and art activities, industry, groups, and art professionals, local landscapes, etc. This thesis covers five important curriculum design theories which are also the structure of this paper. They are “Art Education Spirits of Post Modernism,” “Curriculum Design Concepts and Spirits in Art & Humanity Field,” “Contents of Art Curriculum Design,” “Theory of Multicultural Art Education Value.” I took the local culture of Si-Hu town as the basic content and designed a set of art course for elementary school students. According to the motivation mentioned above, this thesis has achieved the following goals: 1. Discuss theories of community-centered art curriculum, including: (1) The art education spirits and trend of post modernism. (2) Curriculum design concepts and contents of Art & Humanity Field. 2. Examine the curriculum design theories which combine local culture resources with Art & Humanity curriculum: (1) Investigating into present Si-Hu local culture resources. (2) Analyzing the results as the teaching contents in Art & Humanity curriculum. 3. Preserve and hand on the multi-cultures of Si-Hu in art curriculum: (1) Integrating local culture of Si-Hu into the contents of Art & Humanity curriculum. (2) Designing action teaching plan for art curriculum. This thesis is thus based on collecting documents and analyzing in-field interviews. By this, I designed an art course combining with the local cultures. The title is “Native of Si-Hu Township,” which focus on elementary school students. The course includes eight units, such as “Welcome Art and Culture Groups Visiting Our School,” “Temple Arts,” “Cultural and Intellectual Trip to Sugar Factory,” “Kindred Community Development of Wu’s,” “Local Industry,” “Art Industry,” “Visiting Cultural and Natural Landscapes,” “Display of Learning Performance.” This thesis has come to four conclusions as followed: 1. About community-centered art curriculum design: Affirm the spirits of post modernism which respect multi-cultures and encourage students to value different cultures. Furthermore, this course, with its trait of merging “Multi-Cultural Education” and “Community Education Theory” into the learning activities in Art & Humanity curriculum, helps develop students as a mentally and physically sound person, who has integrated knowledge of truly understanding how to merge arts into life and enjoy an artistic life. This is also the purpose of culture education. 2. About accommodating culture resources into integrated curriculum design: Grounded on gathering and analyzing documents as the contents of the integrated curriculum, this course contains several aspects of local culture resources, like the geography, history, culture activities, economies and art and culture professionals. The structure is composed of five parts: Culture and Art Activities, Introduction to Art Professionals, Local Landscapes, Art Industry, Art and Culture Groups. These culture resources can also be the best themes for the integrated curriculum in other fields. 3. About the investigation into current needs of art education: I interviewed six art teachers, asking their opinions on those results as the advice for further modification of the current curriculum. Their responses are positive. This 8-unit course can fully present the essence of Native of Si-Hu Township, and introduced the important local cultural activities, art exhibitions, local cultures into the art curriculum, and stimulate students’ learning interests along with the predilection for their own cultures. 4. About designing an activity which coalescing local culture resources: This 8-unit course, which was designed after analyzing documents and in-field investigation, can advocate students to explore more about “People and Environments,” because this course synthesizes diverse aspects of Si-Hu: the history, cultures, architecture, cultural industry and art groups. With this systematic art education, students can achieve the best learning effect. Key Word: Multi-cultures, art education, local culture resources, curriculum design, Si-Hu town.