| Summary: | 碩士 === 國立彰化師範大學 === 藝術教育研究所 === 93 === The Teaching of Ink-Painting for
Art-Gifted Class Students in Junior High School
Abstract
The study intends to develop an appropriate teaching approach of ink-painting which is suitable for art-gifted class students in junior high school. This approach not only can promote these art-gifted students’ abilities to know and appreciate modern ink-painting art works but also can improve their skills and interests in creating ink-painting works. On the basis of the research purpose, the research questions to be addressed are as follows:
1. What is the development of contemporary ink-painting and what is its significance to the teaching of ink-painting as part of the curriculum designed for art-gifted classes in junior high schools?
2. What is the appropriate teaching approach of ink-painting for art-gifted class students in junior high school?
3. How can teachers improve the students’ skills and promote their interests in creating ink-painting art works?
According to the ways of creating ink-painting works and the ideas towards contemporary ink-painting, there are three main concepts of creating ink-painting art works: 1. Using ink as a tool to create art works. 2. Expressing oneself through the process of ink-painting creating. 3. Making records which show the phenomena happening in our society and environment.
In the study, these three concepts are used to construct and design the three teaching units. The major findings in this study were summarized as follows:
1. The teaching of ink-painting for art-gifted class students in junior high school should co-operate with the development of contemporary ink-painting in Taiwan, and with the current trends of art education in the world. Since ink-painting was a special kind of art in our culture, the value of ink-painting creation in Taiwan had to be emphasized. Therefore, teachers ought to make more effort on the teaching of ink-painting while teaching art-gifted students because these students had great potential on art creation. These students were expected to express their feelings towards their countries, to co-operate with international trends, and to construct a unique new Taiwan image in their art works.
2. The theories of curriculum design for gifted students had to be included in the teaching of ink-painting for art-gifted students in junior high school. Also, teachers should consider students’ cognitive development stages, things happening in students’ everyday life, and topics connected with the society while designing the curriculum. Furthermore, technology, like using computers, could be put into consideration of curriculum design.
3. The teaching of ink-painting for art-gifted class students in junior high school had to be focused on both basic skills and various materials. Students gained more experiences of ink-painting creation from the projects of material testing, self-expression and news reading instead of endless skill practice. They were inspired, not limited. Therefore, they had higher motivation in learning how to create ink-painting art works.
In conclusion, the results of this study revealed the positive findings: the teaching approach, which was designed based on the current trends of ink-painting creation and of art education, worked well since it promoted the abilities of creation of the art-gifted class students in junior high school and increased their interests in ink-painting creation. It was hoped that the results of the study could provide future researchers a resource of references.
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