A Teaching Research by Using Discussion Method on the Art Criticism Curriculum of Elementary School Upper-grades

• Main Author: 洪子晴
• Other Authors: 呂燕卿
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/74627413157438698028

碩士 === 國立新竹教育大學 === 美勞教育學系碩士班 === 93 === In elementary school, art appreciation courses have been emphasized and carried out for a long time in Taiwan’s art education system and other countries’, too. However, in practice, in Taiwan, the art education is still focused too much on teaching techniques and creativities. On the other hand, while teaching, the art appreciation course is somehow deficient and art criticism course’s training is also poor. As a result, the art appreciation and criticism courses become well understood but barely done here, just like beautiful castles in the air. By applying the discussion method on art teaching strategy, the teacher can not only balance the traditional process which always puts too much emphasis on techniques and creativities, but also induces the students to construct independent concepts on art criticism. Owing to these reasons, my research’s prime purpose is to study the discussion method on the art criticism courses, further more, to find out a practical way in teaching, and, finally, to discover the influence on the upper-grade-students while teaching. This research is based on three aspects: Firstly, the theory of discussion methods, secondly, art criticism in teaching theories, and thirdly, constructive theories. This research also creates an art criticism course by using discussion method. I practiced this course on one student a time, during each qualitative research to find out how students response and react. Meanwhile, I carried out a quantitative research by a poll to support my data, then, comparing the student’s attitude before and after this course applied. This research’s main purpose, topics and conclusions are as follow: 1. The research on basic teaching theory of discussion method. The discussion method acts positively not only on the students’ sense, sensitivity, and aesthetics, but also helps the participating students to exchange their own opinions indirectly to form the aesthetics mixed both objectively and subjectively. The importance on the art education of discussion method can be generalized in four respects: the convolution of aesthetic experience, the construction of aesthetic knowledge, the dialectic of aesthetic judgments, and lastly, the application of aesthetics itself. 2. A practical case on discussion method strategy applied on the art criticism course. The main program of this research is called “Talking to Art”, including five episodes: The One With Me, How is She to Me, Touching Her Feelings, Listening Her Voice, and I Want to Tell Her. In each episode, discussion strategy is carried out to construct students’ ability on art criticism in different learning phases: Exploring, Depicting, Analyzing, Interpreting, and Judging the Concept of Art. 3. The influence on the upper-grade-students’ learning about art by applying discussion method strategy in the art criticism course. 3.1 The students’ aesthetics evolves from the mundane to the impressive, the prosperous and the various. 3.2 The students’ depicting ability becomes shrewd and laminar, besides, their description is also pertinent to the topic of the work by telling the finest parts in detail. Moreover, the students can easily analyze an artistic work and even discern the subtilty insinuated; students can also observe the art in various kinds of view points when interpreting and judging the work, constructing their own visions on the work to appreciate and eulogize the beauty of masterpieces. 3.3 After the application of this art criticism program, the students’ attitude on evaluating art becomes constructive, on learning art becomes industrious, on appreciating art becomes positive, on participating activities becomes vivace, and on knowing artists becomes enthusiastic.