| Summary: | 碩士 === 國立彰化師範大學 === 藝術教育研究所 === 99 === The main purpose of this study is to integrate public art on campus with the fields of “arts and humanities,” “language,” and “social science” to implement a cross-disciplinary curriculum. It includes five teaching units based on the background and creation insight of public art installation, which enables students to experience the aesthetic perception and hidden characteristics of public art and to express their affection and identification for school through processes such as observation, analysis, interpretation, and creation. It is hoped that this study can assist schools in attracting students to gather in the space of public art. In addition, this study also investigated the educational function of public art installation according to the implementation of the curriculum and students’ learning outcome. The conclusions are summarized as follows:
1.Public art on campus is one of the best approaches to understand the relationship between social cultural and art. The combination of public art on campus with local teaching activities enables students to further understand the history and geographical features of their communities.
2.This action research continuously investigated whether the overall teaching objective meets the need for cultivation of students’ identification, skills, and affection. Under the premise of diversified experiences, the curriculum of objective teaching, integrating three major themes, arts & humanities, language, and social science, was designed. Progressive teaching activities were used to enrich, complete, and make the theme-based integrated curriculum meaningful.
3.With the theme-based integrated curriculum, students’ active exploration and artistic appreciation was integrated with cultural learning to expand their vision and living experiences. This study indicated that outdoor teaching is an effective teaching activity to trigger students’ learning interest and improve their learning motivation, which enables them to construct personal knowledge and experiences to improve learning effectiveness in an actual learning setting.
4.In terms of learning effectiveness, students’ knowledge and understanding of the cultural development of school and communities were increased and their artistic literacy was promoted through the curriculum. Moreover, they started to understand that it is important to cherish the public art on campus and to value current cultural assets.
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