A Case Study of the Curriculum Approach of a Private Art Institute

• Main Authors: Lin,Pei-Wen, 林姵汶
• Other Authors: Wang,Li-Yan
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/5wsv92

碩士 === 國立彰化師範大學 === 美術學系 === 107 === Social art education has becoming more popular. However, there were only a few studies on private art institutes, such as art supplementary classes, ateliers, after-class schools and studios. Thus, this present case study stated the curriculum rationale and practice of a private art institute, and discussed the flexibility and openness of its curriculum development. To achieve the goal of this study, in-depth interviews and classroom observations were conducted, and related materials were collected. A private art institute（hereinafter referred to as X institute）was selected for this case study for its uniqueness and professionalism. The founder, senior educators and business partners were invited for individual interviews. This study attempted to present the various aspects of X institute by interviewing different people and observing classes. To faithfully convey the story of X institute, five topics were discussed in this study, development context, educational concept, curriculum design, class planning, and curriculum implementation. Findings in this study were: (i) The Unique curriculum design was developed by the founder，and various classroom hardware was used when teaching. Its educational concept was a six-faced philosophy which referred to thinking, body, story, life, gallery, and island. The educators taught students how to use their five senses to discover the beauty in life, and highlighted the educational concept of life aesthetics and thinking; (ii) X institute developed a unique logical aesthetics teaching system, sinking teaching method, and four teaching tools. It could offer more complete curricula because of its structural and systematic teaching methods. It implemented and localized foreign art education theories in classroom in Taiwan. ; (iii) Teachers in X institute were professionally independent, and only needed to achieve course objectives when teaching. With mutual adaptation, teachers could keep a balance between curriculum rationale and teaching methods. The flexibility of private art institutes might provide art educators different ideas.