| Summary: | 碩士 === 臺北市立師範學院 === 視覺藝術研究所 === 93 === Keywords: integration, community resources, multicultural education, subject of humanity’s concern
Curriculum in the realm of “Arts and Humanity” had transitioned from teaching of fine arts to an education that emphasized on blending multi-cultural education, art and living, and humanity’s concern. The fundamental belief in the new arts curriculum based on “cultivating humanity’s values through arts” motivated this researcher to investigate the place of humanity’s values in the curriculum and how it was blended with the subjects of fine arts. Teaching of humanity’s concern, a new twenty-first century educational principle, was chosen in the face of today’s weakening social fabrics. This teaching applied curriculum integration and multi-cultural education, united community resources, and integrated arts and living, fine arts, and humanity’s concern in the course structure, to form the curriculum for “an integrated visual arts education”. This research aimed to express the concern for humanity by means of creating visual arts. Anchored on arts and living, this curriculum employed the use of mixed media to reflect on the humanity phenomenon observed in classroom, in day-to-day living, and on social topics, and to investigate the spirit of humanity’s concern for which was internalized for action.
This work used the action research method, utilizing methods of research journal, data collection, interviews, qualitative and quantitative evaluation analysis, and instructional evaluation. Research journals were kept; data collected were then analyzed to progressively modify the curriculum; interviews were conducted to further assist the data analysis; qualitative and quantitative evaluation analysis technique was used for the multi-cultural curriculum evaluation. Finally, professional educators conducted the instructional appraisal that served as a basis to further improve the curriculum in the future.
This research showed the arts education curriculum that integrates the elements of living, arts, and humanity indeed strongly motivated students to learn. Students became more pro-active in the areas of humanity’s concern. The trans-disciplinary curriculum focused on students, academic subjects, and society. Topics of the curriculum provided opportunities for conversation and introspection that were beneficial in modifying the curriculum in the action research method.
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