| Summary: | 碩士 === 國立新竹教育大學 === 藝術與設計學系美勞教師碩士在職專班 === 105 === Abstract
This research is based on the curriculum model of art with the process of action research on how to conduct teaching by integrating community resources in visual art instruction. This research uses 21 third-grade students at Beipu Elementary School in Hsinchu County as the implementation subjects. The purposes of the research are as follows:
1. To investigate the connotation of community-oriented art education.
2. To investigate the local community resources around Beipu Elementary School.
3. To design a series of courses that integrates community resources and their implementation in visual art instruction at Beipu Elementary School.
4. To analyze the outcome and applicability of integrating community resources in visual art course instruction at Beipu Elementary School.
This research uses document analyses and field interviews to collect data, propose the theoretical framework and design courses. It abides by the course objectives in the field of Arts and Humanities in Grade 1 to 9 Curriculum Guideline: “to explore and to display”, “To be aesthetic and to comprehend” and “To practice and to apply.” It is developed into three main units and extended into seven teaching activities.
Based on the research purposes, the conclusions are listed as follows:
1. The connotation of community-oriented art education is that art courses should be student-centered. By combining students, their families and the communities together, the course aims to enrich the students’ aesthetic experiences and to help them appreciate and cherish the local culture.
2. Beipu Elementary School has plentiful surrounding resources. The beautiful nature, human and social resources, historical sites, cultural heritages and local special industries can all be applied in teaching painting, photography, crafts and so on.
3. The researcher designs courses that integrate community resources into visual art instruction. It takes “Beipu flavor meal” as course theme and “color flavor and taste” as course concept and extends the course into three units and seven teaching activities.
4. The courses in this research are drawn from local community lives. The contents are multi-faceted. Field trips and collaboration enhance the students’ learning interest, through which they obtain a deeper insight into the local culture, hometown identification and self-fulfillment. In addition, the course helps them build both their cognitive and affection skills. The bountiful local resources can be widely applied to visual art instruction.
Finally, this research submits suggestions to curriculum designs, teaching implementations, school administrations for further studies.
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