| Summary: | 碩士 === 國立臺灣師範大學 === 美術學系在職進修碩士班 === 94 === Practices of the Conceptual Curriculum: The Integrated Approaches for Adolescents’ Art Appreciation Classes
Meng-shang Chu
Abstract
The nine-year consistent curricular program has cut loose the confinement of compulsory education and infused the educational system with wider scopes and energy. As far as art education is concerned, the integration of knowledge of liberal arts has broken through the narrowness of former technique-oriented programs, making connections among art, life, environment and culture as well as providing art education with unprecedented meanings. Since the praxis of the new program, however, scholars have been arguing that students have retrograded in terms of their art-related knowledge and skills and that art education has gradually become marginalized. If this is true, what is the reason that has given rise to the failure of the education reform? Have the means deviated from the original main objectives? This is a subject worthy of exploring.
This thesis begins with a reconsideration of the phenomenon, then move on to that of the interaction between the system and practice at a particular moment. It critiques the liberal arts curriculums in the nine-year program, considering the likely methods of integration and thus putting forth an integrative tactics that consolidates cultural and day-to-day life Internet practices and that centers around visual art. Moreover, this thesis upholds the idea that philosophical and abstract concepts should be the overarching value in art appreciation programs; “main concepts” are the practice of visual art appreciation curriculums.
The exploration of historical documents on the self-appraisal of educators is central to this research. This thesis proposes four tactics and seven items of integration cases as follows:
Tactic I: an appreciation program, the “Exploration of Modern Arts” series, derived from the integration of modern and postmodern perspectives on appreciation programs;
Tactic II: an appreciation program based on field-oriented DBAE, the “Profundity of Arts” series;
Tactic III: the “Taiwan from Children’s eyes” series, the communal and social issues derived from the concepts of postmodern art education;
Tactic IV: a “World-View” series, a program with human concerns developed from the visual art education in the age of images;
After practice and reconsideration, this thesis holds that the
present trend of postmodern art education should not entirely replace
previous researches; existing theories could be the cornerstone of art education today and enrich the contents so as not to fall into prejudice. In the process of practice, to maintain the main concepts is to achieve viable appreciation programs.
Finally, this thesis makes a few suggestions based on the research: art education is the cultivation of cultured citizens. It seeks to improve the cultural development in Taiwan through appreciation programs. Hence, the reform of art education should be under scrutiny and reconsideration. In addition, the philosophy of art education cannot do without its scope and perspective. The significance of this research lies in the configuration of the framework of workable appreciation programs in the attempt to change the present plight of the deterioration of art education into marginalized curriculums and to advocate the construction of national art education as a whole.
Keywords: visual art appreciation education, integrative theory and practice, visual art central to appreciation curriculums, ideal of main concepts, humanistic integration of cultural Internet
|
|---|
