A study in present situation of elementary artistically gifted educaiton in Taiwan

• Main Author: 賴金英
• Other Authors: 呂燕卿
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/47258055364105101585

碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 94 === Abstract This study aimed to understand the art class at elementary school in Taiwan from the viewpoint of gifted education, including the problems and possible solution, present situation and the trend for future development, the inspiration from contemporary art education, the direction adjusted to Grade 1-9 Curriculum. The goal was achieved by studying documentation and in-depth interviews, from which I concluded the way to make progress and to solve the problems. The result is a good reference for administration staff in education-related authorities and elementary schools, professional art teachers and researchers in the future. The research tool was a self-made questionnaire: “Questionnaire for Studying the Present Situation of Art Class at Elementary School in Taiwan.” The target interviewees were the administration staff and art teachers among 41 elementary schools in Taiwan in 2004. The research, semi-structured and in-depth interviews, started in March 2005. Besides them, I also invited three in-field experts to join the project, who actually executed the entrance examination, evaluation, after-class interviews and student counseling; they were interviewed on June 2005. The conclusion of this study is as followed: 1.The problem and possible solution The entrance examination should focus on students’ personality and their professional performance rather than IQ Test and academic performance, because few students can live up to the high standards of all the above-mentioned examinations. Admitting more students to receive art-gifted education helps both domestic art development and cultivating more professional talents in this field. Parents and teachers should receive courses on gifted education as well. In fact, the quality of the examinees is not controllable; as a result, students who passed the exam are simply relative gifted. An art-gifted student isn’t necessarily gifted in all aspects. Parents and teachers shouldn’t expect them to have outstanding performance in every domain. After the entrance examination, the school should convene an assembly to explain the selection standards. The art class should emphasize on individuals, making good use of alternative courses. The school master should have good knowledge of gifted education. All teachers, includingart teachers and those who haven’t got the certificate, should unite together, submitting an appeal, expressing their wish to have more courses on gifted education which are offered by normal universities. According to the law, a teacher will be qualified until he/ she finishes the internship. 2.The present situation and future development Present situation: Over 60% of art teachers working in this field are less than 10 years. It shows a tendency that the average age of art teacher is lowering and they tend to change job more frequently. There are 25 qualified art teachers among 38 elementary schools, only 6 administration staff officially registered as qualified teacher for art-gifted class at special school/ education. Around 50 % of the art-gifted class holds regular examination, art exhibition, parental education activities, besides that, the authorities don’t pass special budget for extra activities. There are 11 elementary schools which include personality test in the entrance examination, while 9 schools have IQ Test and another 9 schools hold academic performance test. Future Development: Apart from professional art education, the off-campus art education shouldn’t be ignored. The counseling for advanced education should cover the ability to solve problems. Teachers should give students diverse learning experiences, design courses on art criticism or reflection. Furthermore, teacher’s professional ability should also be enhanced. The school should trace students’ career development, establish evaluation system, set up review system, avoid early separate professional training and plan an overall curriculum. 3.Inspiration from contemporary art education The representation in art in no longer restricted by materials and techniques; all activities about visual art can be incorporated into the class, develop students’ ability to have a critical thinking in contemporary art, like criticizing, reflecting, analyzing, generalizing, understanding the cultures around them. Teachers can encourage students to utilize technology, internet or other output materials, for studying, exploring, reflecting on contemporary social issues or his life; however, exceeding multiply materials would confuse the evaluation work. 4. The direction adjusted to Grade 1-9 Curriculum Teachers should put more emphasis on school-based spirit, adjust professional courses, integrate other arts on the basis of visual art, decide the teaching goal first, not necessarily integrating other courses simply for integration. The art class at elementary school falls to the category of gifted education; therefore, teachers should set aside the teaching plan designed particularly for Humanities and Arts learning areas. Teachers should see beyond the competence indicators, designincourses which satisfy the needs of gifted students. For achieving that, teachers should have alternative curriculum guidelines, curriculum goals, competence indicators and art indicators. In order to reach goals of breeding more professional talents and developing students’ other capability, school should have their own plan to reach the goal in accordance with Grade 1-9 Curriculum.