A Study on Development and Teaching of Environmental Art Education Curriculum：Using School-based Curriculum in ZHINAN Elementary School as an Example

• Main Authors: Lu-Hsin Chen, 陳律歆
• Other Authors: Cheng-Feng Kao
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/57911048953027872927

碩士 === 臺北市立教育大學 === 視覺藝術學系視覺藝術教學碩士學位班 === 98 === This is a study on the feasibility, development, application, implementation, and integration of the theory of Environmental Art Education with a school-based curriculum for lower elementary grade levels. The goals of the Environmental Art Education program are to give students a better understanding of their surroundings and to teach them to care for the environment. Students will also gain knowledge on how to solve problems related to their environment and ecology. Another objective of the study is to recommend the results of this research as a basis for the development of lower school grade Environmental Art Education programs in the future. The research was conducted using the action research method. Conception and development of the Environmental Art Education curriculum, course framework and theory for lower grade levels was done firstly by studying documentations and literature, then analyzing the following: the school-community environment, environmental education, point of view through modern art education, and Environmental Art Education Theory and Research. Afterwards, the Environmental Art Education curriculum and activities were planned based on the contents of the school-based curriculum. The program was implemented, observations were made, data were recorded, collected data were reflected on and analyzed, and conclusions were made based on the results of the study. 1. Implementation of an Environmental Art Education program would require an integration and mapping of both the school-based curriculum and the Environmental Art Education curriculum. VII 2.Using the school’s school-based curriculum as a basis for planning and developing an Environmental Art Education program would yield a better or higher success rate 3.Developing and providing a program that will let children (people in general) experience things related to Environmental Arts first hand, would yield to more fruitful and productive results. 4.Students’ achievements are easily seen (naturally) through an Environmental Art Education program because it is a student-centered program. 5. Implementation of an Environmental Art Education program is feasible. 6.Using the school campus-community as a starting point of implementation will enhance children’s knowledge of Environmental Arts. 7.Environmental Art Education can serve as a platform or means for educators to gain professional development. Finally, based on the results of this study, six points of interest are recommended for further research and follow-up studies.