An Action Research of Visual Arts Teaching for Fourth Graders：Using Photography Curriculum as an Example

• Main Author: 游居仁
• Other Authors: 高震峰
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/36406866050412447841

碩士 === 臺北市立教育大學 === 視覺藝術學系視覺藝術教學碩士學位班 === 99 === It has been more than 170 years since the invention of photography in 1839. Its unique technological features and artistic expressions have had a great impact on modern art. In addition, through the various interactive artistic trends of the different periods, photography featuring artistic richness not only has had an impact on the development and flow and change of art and other related fields, but has also penetrated the general aspects of life. With the multi-cultural development, art concepts, technology, and development with the times in the 21st century, the impacts and influences of education on the changing times cannot be ignored, and the same also applies to art education. In the imaging era, people today rely on the visual perception of the external world more than ever, so photography and education have gradually moved from a marginalized position into a dominant position. Therefore, the inclusion of photography courses in visual arts teaching has prompted arts and humanities teachers to actively take part in the course design and development. The purposes of this study are to explore the significance and value of photography courses included in visual arts education in elementary schools and to develop feasible photography course plans. Through literature analysis, self-compiled teaching materials have been used in the design of three aspects: the photography learning fundamentals, building the image reading ability, and enriching the contents of students’ photography creations. The teaching plan consists of four units implemented in six weeks, or a total of 11 classes. The action research method steps include: statement of problems of concern, formulation of problem-solving action plans, search for collaborators, adoption of action teaching plans, conduction of assessments, and provision of feedbacks. The photography courses in visual arts education in elementary schools were then implemented and explored. Finally, in consideration to the research purposes, the research results and conclusions were drawn based on three aspects: the students’ learning and growth, the observers’ teaching assessments and suggestions, and the teachers’ teaching reflections. In view of the changing times and according to the research conclusions and suggestions, the photography courses are expected to equip students, our future backbone, with the basic image reading and photography skills. Furthermore, in order for our citizens to enhance the humanistic qualities and put into practice the essentials of aesthetics in life, the inclusion of photography courses in visual arts teaching in elementary schools is a must.