| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 92 === The current Nine-Year Alignment Curriculum policy has expanded the scope of content but limited the instruction hours for each course. For example, visual artwork, performing arts and music has been integrated into the Arts and Liberal Learning Domain, and the course hours have been reduced to three classes. Hence, Visual Arts Education could only take up one or two classes. To solve the problem of limited instructional time, this study is aimed to design and develop computer-aided materials in teaching arts for schoolteachers.
In addition to the issue of class hour allocation, this study is also concerned with the course content of Visual Arts Education. Nowadays, the Visual Arts Education is usually combined with other courses, and the practice of drawing and painting only takes up a small part of the Visual Arts education. In fact, a complete learning process on drawing and painting requires the steps of motivation, concept coaching, technique introduction, practice, feedback and revision, and appreciation. Again, the process is time-consuming, and instruction hours have been shortened. Appropriate media application is therefore suggested the approach to minimize the impact and better consolidate effective instruction strategy.
The first part of the study is to look into the current drawing and painting courses. Then, it will reflect the problems encountered by teachers during instruction through interviews and observations. Next, it will present a drawing/painting course suggestion suitable for the targeted students and an array of instruction aids in accordance with the course need. Finally, the development of the course and the instruction aid is completed, based on the five stages of the ADDIE model of instructional design, which are 1) analysis, 2) design, 3) development, 4) implementation and 5) evaluation.
Following the steps of systematic instruction design and integrating with the multimedia features of computer, the outcomes of this study is an instruction materials for children drawing and paining education. The main theme of the materials is spatial representation in children''s drawing There are eight categories of dimensional expression techniques, such as (1) overlapping, (2) simplification, (3) perspective, (4) distance (bigger at the front, smaller at the back), (5) bright and dark, (6) focus, (7) atmospheric perspective, (8) divergent transparency. In addition, there are five categories of thematic representations, such as (1) landscape,(2) still life,(3) conversation piece),(4)impressionistic, (5)fantasy. The design of course is based on combination of themes and dimensional principles. Each dimensional principle can be applied by each drawing and painting theme. Thematic instructional materials will be built on the scenery theme and the dimensional principle, which can be most easily presented. An evaluation is also conducted after implementing the materials into class, and then the revisions are made based on the resulted of evaluation. Several suggestions are also proposed in the end of the study. This study is significant because it helps teachers of Visual Arts education to deliver drawing and painting concept to students with a better and more convenient instruction aid as well as to help students learn drawing and painting in a more efficient and effective manner.
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