| Summary: | 碩士 === 國立屏東教育大學 === 視覺藝術教育學系 === 94 === An Action Research on the Practice and Application Oriented Art Curriculum Based on the Concepts of Project-Making for A Sixth Grade Class
Abstract
This research aims at implementing an art program, designed by the teacher herself for developing students' "project-making" abilities through visual art. Modes and strategies for teaching are explored and examined for their effects and refined though out the teaching activities.
Related literature and studies are reviewed for better understanding of the concepts, contents and strategies about project-making, and for developing an adequate art curriculum. Then, "Graduation", the most attractive topic for the students, is chosen as the theme around which a three-units visual art program is wrought out. The "Inductive (tactic)-Formal (instruction) Activity Model" is the fundamental approach supported by six strategies for developing students project-making abilities, namely, Mission Impossible, My Little Idea Book, The Eye of Art, The Whimsy-Whimsies, The Plan Trees, and Telling Your Teacher.
The program is implemented in a sixth grade class, where the researcher is the classroom teacher, with thirty students in thirty-seven month. Results of the study are summarized as following:
1. "Project-making ability" is a comprehensive ability for planning, organizing and practicing. It enables people to creatively solve various problems in learning, daily living, and vocational and social lives. There are some tactful skills generally considered effective for developing students' project-making abilities: skillful thinking, reviving imagination, arousing originality, material collecting and future predicting.
2. The Nine-Year-National Education mandates that the curriculum should be centered on the students life experiences, and develop the students' competencies necessary for the citizens in modern society. Art education contains artistic expression, aesthetic appreciation, and application of art knowledge and skills in daily life. A project-making art program can integrate the three aspects of art learning, provides activities for autonomous, creative, and self-direct learning, as well as opportunities for the students to evaluate and improve their own learning, and cooperate with others in data collection and working-out of the project.
3. In the whole school year program aimed at developing students project-making abilities though visual art, students are found to have more active participation and better performances in visual inquiry and aesthetic expression, understanding art, applying knowledge and skills, and especially, attitude toward art in daily life. They also perform better in making and working out a plan.
Key words:
action research, The Arts & Humanities Curriculum, curriculum design, project-making ability, project approach, creative thinking, problem-solving, practice and application.
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