| Summary: | 碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 95 === This research is to study to the students’ performance in these aspects such as “ exploration and performance”, “ aesthetic sense & understanding”, “Implementation and application”, after they learn from the curriculum of household management integrated into Art and Humanist Learning Area. Through the implementation, the reliability of the curriculum is verified: the feasibility is explored; and hopefully the result of this study could be referred in the curriculum design of Art and Humanist Learning Area of Grade 3. The researcher uses both qualitative and quantitative approaches in this study implemented on the 33 Grade 3 students. The subject of this curriculum is “ Wonderful Life” which consists of three units : “Daily-life Artist”, “Building a New World”, “My Sweet Home”, developed mainly from the Art and Humanist learning Area that includes visual art, music and performance. Meanwhile, the household management issue of food, clothing, daily life management is infused in the curriculum.
I. Findings in learning performance:
1.Exploration and Performance
（1）Actually achieving to the learning objectives.
（2）Being able to explore, use resources, and create artistically with imagination.
（3）Being able to cooperate in team work.
（4）Being able to express different emotions by facing gestures and body
movements.
（5）Being interested in decorating family surroundings with curiosity and delicate observation.
（6）Being able to draw the family recognition and express requirement and love to family members with acceptance of their negative emotion.
2.Aesthetic sense and Understanding
（1）Actually achieving to the learning objectives.
（2）Being able to understand the importance of food culture and food decoration which will reinforce the respect toward diners.
（3）Being able to understand the importance of cleaning clothes which is meant for aesthetics and economic purpose as well.
（4）Being able to appreciate the activities of cleaning and decorating surroundings.
（5）Being able to understand the importance of manners.
（6）Being able to respect others and express empathy while observing the body languages of others.
（7）To think about the positive meanings of family to strengthen the “centripetal force”.
3.Implementation and Application
（1）Actually achieving to the learning objectives.
（2）Being able to walk with stable paces to show manners on platforms; and be
good audience with manners.
（3）Being able to clean up after a mess.
（4）Being able to treasure and use their own artistic works to decorate surroundings, or share this experience with other family members, or express love and request through the artistic creation.
（5）Not being able to actually carry out the food decoration activities on their meals.
II. Findings in feasibility：
1.This researched curriculum is enriched with teaching values.
（1）To enhance students’ interest in art.
（2）To push for active exploration and innovation
（3）To cultivate aesthetic mind.
（4）To guide students to carry out the art of life.
（5）To cultivate good manners and purify the spiritual life.
（6）To motivate students to care for family and enhance the interaction between parents and children.
2.This researched curriculum is designed appropriately.
（1）In accordance with the proficiency index and family issues of the Second Stage
（2）Being based on the family background and the preparatory artistic experience of students in medium level.
（3）Being supported by the parents who believe with satisfaction the curriculum is helpful for the artistic performance of their children, family environment and their family members.
3. This researched curriculum is implemented appropriately.
（1）Teachers choose appropriate teaching surroundings,and suitable arrangements for the retarded children or whoever lack the preparatory experience.
（2）Teacher’s encouragement and respect enhance students’ imagination and ability
to create.
（3）Reliable and objective multiple assessments to review students’ performance.
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