An action research on the application of multiple intelligences theory in the of collage art teaching to third and fourth grades pupils

• Main Author: 王怡雅
• Other Authors: 湯維玲
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/03646149635021733707

碩士 === 國立屏東師範學院 === 視覺藝術教育學系碩士班 === 92 === The researcher attempts to refer to the theories of multiple intelligences on teaching collage art to the 3rd and 4th grades pupils foby utilizing Action Research Method. The duration of this research last 11 weeks, 40 minutes per each period, total of 28 periods. It specifically records the process of research and thoughts of self-reflection on teaching in order to understand how to take care of students’ individual differences in the development of multiple intelligences; by introducing collage art, teachers can encourage students’ interest and creativity, and moreover, guide them into the field of art-learning. Besides, not only can we understand the theory of multiple intelligences, which are taken effect on the creation as well as the appreciation of collage art, but also can we see if they may offer any help to students on learning and developing of multiple intelligences as to prove the possibility and workability for Gardner’s theory of multiple intelligences. In this research, the researcher design four different teaching designs of collage art — to guide students how to use all sorts of materials with the help of coloring and tools before they receive the new incredible visual experiences which comes with different textures. That can also lead them to cross over the borderlines of all the art forms so they can express their imaginations and intentions within by approaching the 2-dimension or half 3-dimension creations, either concretely or abstractly. Furthermore, this also includes appreciation teaching — viewing the works of artists and peers -- to have a role model to follow and achieve the goal of leveling up students’ performances and abilities. I. The Objectives of the Research 1. To discuss the application of Gardner’s theory of multiple intelligences to the main teaching designs of collage art. 2. To discuss the application of Gardner’s theory of multiple intelligences to the workability of teaching collage art. 3. To exam the application of Gardner’s theories of multiple intelligences to the history of collage art and its know-how. II. Conclusions 1. Using the theories of multiple intelligence as the main focus of teaching methods of collage art can attract students’ interest to learn. 2. To learn in the aspects of all sorts of intelligences can guide more students into the studying field of collage art. 3. Through the creation of collage art, students’ learning and developing of multiple intelligences can be helped. 4. The appreciation and creation of abstract collage art can lower down students’ frustration and enrich their imagination. 5. The creating ways of collage art can be used as the learning structure for multiple intelligences, and further inspire children’s creativity. 6. By combining the brief introduction to art and its styles with students’ works, students can experience and absorb more. 7. Utilizing the theories of multiple intelligences on the teaching of collage art can help increase teachers’ teaching efficiency. III. Advices 1. Advices on teaching  The learning methods of multiple intelligences should be used to assist students on learning; it’s not a stuffy teaching form.  During the lecture of art-teaching, we can use the theories of multiple intelligences to stress the creation and appreciation of collage art.  Teachers should assess students’ works of collage art in the aspect of multiple intelligences in order to understand students’ adapting condition and the meaning of his or her works. 2. Advices to school Increasing the number of visual aid and improving the teaching environment can level up the teaching and learning efficiency of multiple intelligences.  Reducing the number of student in one class can help teachers to further understand the multiple intelligences of every student.  Prior to the onset of the assisting teaching of multiple intelligences, the arrangement of courses and teaching hours should be changed, and teachers’ administrative works should be reduced.