A Case study: Executing an Art Carnival Teaching Project with Joint Efforts from the Local Community─take Blue Sky elementary school as an example

• Main Authors: CHEN HUNG-JU, 陳紅汝
• Other Authors: 洪孟啟
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/89390336807966166608

碩士 === 國立臺北教育大學 === 藝術與藝術教育學系碩士班 === 95 === In recent years, under the development of the theory of Multiple Intelligences, education has been evolved toward diversification. My school had an opportunity to execute an “Art Carnival Teaching Project” in cooperation with the local community. The purposes of this project include: (1) analyzing the application of “Art Carnival” in the curriculum of art and humanities realm, (2) discussing the cooperation between school and community, and (3) evaluating the learning performance of students in the project. I conducted my teaching in cooperation with the community artists in the form of “Cooperative Action Research”. To do the research by observing on the scene, filming documentaries and taking diaries, and using questionnaires to take interviews, I obtained the induction as follows: First, “Art Carnival Teaching” can integrate three important elements in the curriculum of art and humanities realm: visual art, performing art, and music. Through the parade and performance of the Art Carnival, you can clearly see its uniqueness, congregation, reversibility, multiplicity, noisiness, liveliness, fascination, and creativity. In addition, “Art Carnival Teaching” has some other functions, such as releasing pressure, encouraging centripetalism, and promoting the community participation. Second, even if community artists and school teachers can work together, without thorough communication, some differences on teaching policy and project apprehension can result in a rough and uneven progress of the project. On the other hand, the financial support from the community and the manpower support from the parents can enormously benefit a smooth progress of the project. Third, students demonstrated tremendous perseverance and self-confidence in the process; they also showed they can cooperate with each others. However, they had a misconception about the warm-up activity, walk on stilts. They thought practicing on stilts was the major activity and had comparatively poor concentrations on other activities. Additionally, when arranging for the costume design and the parade route, seasonal differences and children’s physical strength should be taken into consideration to avoid overly burdening the children and making bad impressions.