A Study of Content Analysis in the Visual Arts Curriculum Integrated with Digital Archives

• Main Authors: YU, TSAI-HUA, 余采樺
• Other Authors: CHAO, HUEI-LING
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/t897tq

碩士 === 國立臺灣師範大學 === 藝術研究所 === 100 === he research aims to discuss the data distribution of Digital Archiving immersed in Taiwan’s art teaching, furthermore, the author attempts to analyze different aspects including the curriculum model in arts curriculum, implementation strategy and integration. In the end, the author proposes suggestions for the promotion of Digital Archiving in Taiwan arts education. Self-developed data for teaching projects and category list of 7 topics were adopted as research method in hopes to have a thorough content analysis for the integration of digital archives into arts curriculum. The content analysis chart of the integration of Digital Archiving into art curriculum is separated into 3 main aspects: 1. Curriculum structuring model, a list of “Curriculum structuring model of Digital Archiving resource integrating into arts education” 2. Application Strategy: The evaluation lists of ‘The timing of integration of Digital Archiving into arts education’, ’The teaching strategy of integration of Digital Archiving into art teaching ’,’The evaluation model of integration of Digital Archiving into arts education’, ‘The evaluation model of Digital Archiving evaluation resources 3. The third part is the Integrated Value of the project, including the list of ‘the main teaching guidelines of art teaching ‘and the list of ‘value orientation of arts education’. Descriptive statistic analysis and Chi-square test analysis were adopted and the conclusions are as follows: A. The basic data distribution of integration of Digital Archiving resources into arts teaching I. The promotion of digital archives on the phase of elementary education has gain fruitful results and the data shows Digital Archiving has significant value in elementary education. II. ”Information Education” has become a widely-discussed issue when talking about the integration of Digital Archiving into teaching. It shows solid proof of the ability of problem solving by the usage of Digital Archiving. III. The main source of teaching materials are self-made, which accounts for the majority of Digital Archiving in art teaching. While Digital Archiving increases the depth of the teach material and serves as a backup information source. IV. In elementary and junior high education level, ”Arts and Humanities”,”Sociology”,”Sciences and Technology” are the 3 main disciplines to integrate Digital Archiving for integrative teaching. B: The implication of the integration of Digital Archiving into arts teaching The paper tries to depict the integration of digital archives into art teaching projects from different perspectives: the curriculum structuring model, the timing of implementation, the teaching strategy, the evaluation model and the curriculum main structure and the value orientation. C. The differentiation of Digital Archiving integration in different phases among schools: I. The data shows there is significant difference in different phase of integration among schools. II. Different situation of Digital Archiving integrating into art teaching among schools: a. The timing of Digital Archiving integrating into art teaching has significant difference in the category of “Pre-class Preview” among schools. b. As for the aspect of teaching strategy, Digital Archiving integrating into arts education has significant difference in the category of “Digital Picture and text problem oriented teaching”,” Topic of webpage research teaching”, ” Integrated Digital Tour with Onsite visit teaching” among schools. c. On the aspect of the evaluation of Digital Archiving integration into arts education, there is no great difference between schools among the category of “usage of Digital Archiving evaluation resource”, ”combination of self-developed and Digital Archiving evaluation resources ”and “self-developed evaluation tools”. d. However, there is great difference on the category of “on-line testing” between schools when it comes to the adoption of Digital Archiving evaluation resources. D. The difference among schools in the implication of Digital Archiving integration of Arts Education I. When it comes to the aspect of Curriculum teaching Concept , different schools show no significant difference in the category of “aesthetic experience and critical thinking”, ”arts creation and self-fulfillment”, ”the integration of critical interpretation ,arts creation and practicum ”. II. As for the aspect of value orientation of art teaching in Digital Archiving integration arts education, there is great difference in the category of “emphasis on self-reflection and empowerment of self-consciousness”. Lastly, the thesis would prose suggestions for the educational administration, educators and following research, in hopes for continuous improvements in the progress of Digital Archiving resource integrating into arts education. In the long run, practical implementation of digital archives can lay solid foundation and add value to arts education.