A Case Study on The Puppetry Curriculum Development and Practice of Taichung Municipal Xinyi Elementary School

• Main Authors: Shu-ling Lin, 林淑玲
• Other Authors: Hui-Fen Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/31173715948226796970

碩士 === 國立臺中教育大學 === 教育學系 === 97 === A Case Study on The Puppetry Curriculum Development and Practice of Taichung Municipal Xinyi Elementary School Abstract The purpose of this research is aimed to understand puppetry curriculum development and implementation at Taichung Municipal Xinyi Elementary School. This research will discuss the factors affecting the development and implementation of the curriculum, the difficulties and solutions, and the effects of implementing puppetry curriculum and its goals. For research purposes, the adapting of case studies will be used; using interviews, observation, data analysis, and other methods to gather information. The gathered information will further be organized, analyzed, and categorized in order to fully understand how elementary schools develop and implement puppetry curriculum. Based on research and data analysis, the conclusions of this study are as follows: I. Xinyi Elementary School’s puppetry curriculum is developed from bottom-up 1. Before the implementation of Grade 1-9 Curriculum, the school implemented the curriculum about the making of hand puppets, paper shadow puppets and leather shadow puppets as well as the performance of glove puppetry. 2. After the implementation of Grade 1-9 Curriculum, the school decided to implement the integrated curriculum of glove puppetry and leather shadow puppetry. II. Puppetry curriculum at Xinyi Elementary School has four types: hand puppetry, paper shadow puppetry, glove puppetry and leather shadow puppetry. 1. Hand puppetry curriculum is only about the making of the traditional hand puppets. 2. Paper shadow puppetry curriculum is the teaching of simple leather shadow puppetry. 3. Although glove puppetry curriculum is only about the performance of the ready-made puppets, the contents are cpmplete. 4. Leather shadow puppetry curriculum is from the making of the puppets in art classes to the cooperative teaching of art teachers and music teachers. 5. Due to puppetry competitions, the school established a puppetry club. III. There are three factors affecting the development and implementation of puppetry curriculum at Xinyi Elementary School. 1. The keys for puppetry curriculum development are teachers’ professional competence, willingness to cooperate and share the responsibility, enthusiasm in teaching, and the initiation from teachers to learners. 2. The various administrations support the development and implementation. 3. The help of community supports the needs of puppetry club activities. IV. During the development and implementation of puppetry curriculum, Xinyi Elementary School faced three challenges. 1. Problems in the art teaching includes difference in teaching methods in the making of leather shadow puppets, challenges occurring in the making of leather shadow puppets, and schedule conflict between puppetry classes and other art classes. 2. Problems in the teaching of puppetry performance includes discontinuing of class schedule, damages on shadow puppets during waiting period, quality of screenplay script, problems that occur during rehearsals, and complexity in evaluation methods. 3. The hasty establishment of puppetry club resulted in heavy workloads for teachers and students. V. Facing different challenges with different solutions. 1. Through self-reflection and discussion with professional teachers to improve teaching, art teachers slowly improves leather shadow puppetry production and spreading class schedule to prevent conflict with other classes. 2. The use of different methods to target specific problems during rehearsal includes art teachers helping to repair damaged leather shadow puppets, teachers using different methods to help students complete screenplay script, and simplifying method of evaluations of puppetry performances. 3. Encouraging students to overcome setbacks, and giving incentives to attract teachers into the training of puppetry club. VI. The effect of implementing puppetry curriculum at Xinyi Elementary School. 1. The effect of puppetry curriculum on students includes learning the connotation of puppetry curriculum, learning the perfect making skill of shadow puppets, learning skills in using tools and puppetry performances, training students to work in teams and supporting each other while developing a strong interest in puppetry, and learning the ability to deal with conflict with peers. 2. The effect in teaching professionalism on teachers includes improvements in teaching methods with the development of puppetry curriculum, promotion in professional knowledge and teaching skills, inspiration on new teaching elements due to studies and activities, and improvement in teaching professional discussion. 3. To push puppetry curriculum development, school administration takes the duty to lead the curriculum and adopts many supporting measures. 4. Effectively forming the feature of school’s art education. 5. Puppetry curriculum helps the training of puppetry club. It helped the club win plentiful successes during the two years after the club was established. The club got outstanding results when participating in the competitions during the two years and was invited to join in the performance of art activities. VII. The future development of puppetry curriculum at Xinyi Elementary School. 1. Adding puppetry curriculum into school-based curriculum. 2. School should keep on developing and implementing puppetry curriculum under the cooperation of art teaching group and literature teaching group. 3. Puppetry curriculum combines art curriculum and literature curriculum. 4. Establishing normal puppetry club, employing foreign teachers and bringing in supporting teacher’s instruction. 5. Holding public performances at school to show the success of puppetry teaching. Finally, based on this research, similar cases can be applied to different schools on the development of puppetry curriculum, and can be used for the Education Department for research and suggestion.