Visual Art Course Curriculum Design Integrated with Performing Activity：Taking the 7th Graders’ Course in the Field of Art and Humanities as An Example.

• Main Authors: Yen-Tzu Chang, 張晏慈
• Other Authors: Bao-Ling Hsiao
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/4m8899

碩士 === 國立臺中教育大學 === 美術學系碩士班 === 99 === This study aimed to explore the effect on integrating performing activity into visual arts in the Art and Humanities curriculum and teaching practices of junior high school. With the hope to investigate the influence of integrating Performing activity into visual arts in the Art and Humanities class fully, the researcher design relevant Performing activity activities according to students’ characteristics and the researcher’s teaching practices. The researcher also looks forward to guiding students to participate in creating art works and enhancing knowledge of art. To understand the feasible ways of integrating performing activity into visual arts in Arts and Humanities courses, the approaches to the curriculum designs, students’ learning and how it improves students’ abilities of critical thinking and cooperating with others, the researcher conducted a 20-class action research. Thirty-four 7th grade students in a public junior high in Yun-lin County are involved in this action research, large units framing the core curriculum of the 20 classes. Meanwhile, the researcher adjusted the curriculum design and the teaching skills in accordance with the actual teaching need. With the researcher’s self-reflection and discussion with the advisor, the observing teachers, critical friends and students’ feedback, the study focuses on three aspects of this issue mainly to obtain better understanding --- curriculum design, teachers’ teaching and students learning. The study reveals performing activity integrating into visual art curriculum in junior high school is feasible and has positive influences on students’ learning motivations, abilities to think, solve problems and cooperation. Moreover, students’ positive feedbacks demonstrate their affirmative attitudes towards the curriculum design.