A study of Visual Art Education with Self Concept – An example of senior students in Hsin-Fong Elementary School

• Main Authors: Yu-Hsin Chien, 錢俞杏
• Other Authors: 蕭銘芚
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/5b8me2

碩士 === 國立新竹教育大學 === 藝術與設計學系美勞教學碩士班 === 103 === The senior students in an elementary school are at the age of 12-13 years old. According to Erikson's theory of personality, these adolescent are at the stage of “fidelity” (identity vs. role Confusion). They have to form a specific direction for self-concept or self-searching, or they question themselves: Who am I, how do I fit in? In our country, we put too much emphasis on intellectual education so that students are lack of diversity of life experience. Moreover, we focus on teaching professional knowledge and few counseling, which makes students rarely have the opportunity to explore self-worth and future expectations. Based on these reasons, I put self-concept into the visual art education to find an unique value of themselves. In the program design, I also added strategies and concepts of career-planning and treatment of art education to help students confirm their abilities to understand their own sexuality and early planning for future direction in their life. The results and adequacy of visual art with self-concept are discussed in this study. Recommendations are made according to the results. There are three purposes for this research: 1. Discussion of the theory of visual art education and self-concept related contents. 2. Design of visual art education program with self-concept for senior students in an elementary school to enhance their self-concepts. 3. Making recommendations for visual art education program with self-concept according to the results. There are three findings for visual art education program with self-concept: 1. Students’ potentials are inspired and obtained accomplishments during the creation by visual art activities. Their emotion can be expressed during the creation as well. Eventually students’ self-concept can be enhanced. 2. The main course is self-concept, which consists of corporal self, social self, psychological self, projective self, phenomenal self and ideal self. There are six programs are sequentially designed for visual art education according to Mr. Chen Zhifan’s self-concept development. 3. This study shows that visual art education with self-concept, containing strategies and concepts of career-planning and treatment of art education, can effectively enhance students’ self-concepts.