| Summary: | 碩士 === 大葉大學 === 設計暨藝術學院碩士在職專班 === 99 === To combine teenager sub-culture with teaching, have creative teaching, and detect morality and values of junior high school students, graffiti will be both a starting point of our teaching and the focus of this thesis. We will have graffiti layout as our scenario-based classroom first, and then graffiti classes later. There are two questionnaires, questionnaire A done before graffiti class and graffiti layout and questionnaire B done after class and layout.
We will analyze questionnaire A first, and do comparative analysis between A and B, concluded as follows. The analysis of questionnaire A before class is as following. First, gender differences and status of junior high school students with different learning differences do exist. Secondly, morality and values of students are vague and swing. Thirdly, graffiti is teenagers’ language to subvert the authority. Fourthly, students share graffiti with a negative image, and associate it with the image of no respect for others. Fifthly, the students’ moral courage is weaker than their awareness. Sixthly, second-grade students are more rebellious then first-grade ones. Moreover, the conclusion of comparative analysis between A and B is as following. The knowledge of graffiti after class is affirmed. The students’ morality is still vague, conflicting, or even less. Male students, second-grade ones, the top ten and the bottom ten ones keep deeper feelings towards graffiti than female ones, first-grade ones or the others. Also, positively leading of teaching graffiti exemplifies students "learning model." However, the graffiti program shown as a "learning model" also possibly misleads students.
After having these conclusions, reflection and specific recommendations are represented in response to the current art education, students, and students’ moral education.
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