Preschool Art Education—The Practice and Exploration of Color Games Centered Curriculum

• Main Authors: Lee-Shi Long, 李細茸
• Other Authors: Chih-Yang Huang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/53412685313482477473

碩士 === 華梵大學 === 工業設計學系碩士班 === 99 === Preschool Art Education—The Practice and Exploration of Color Games Centered Curriculum Abstract The charm of color is everywhere and is highly related to people’s daily life. Preschoolers’ use of colors is one of the expressions of their language, and the reflection of their emotions and internal life. The study aimed to understand the practice and exploration of color games centered curriculum based on the prior reasons. In addition, it explored the feasibility of preschoolers’ color games collocation and application in teaching activities, as well as the teacher’s and preschoolers’ experiences. The subjects were twenty-eight preschoolers, aged four to five, under the one-year teaching program. The study was conducted by inductive and observational methods. The researcher designed the suitable teaching curriculum for preschoolers, guided them with their interests- oriented teaching activities, and modified teaching after class. The teaching process included observations, interviews, and literature review along with observational records, teaching journals, reflection forms, interviews, worksheets, preschoolers’ works and documents analysis. It was further discussed with questionnaires for preschoolers’ satisfaction and learning efficiency. The results suggested that: 1. Preschoolers’ color recognition, expression and appreciation were promoted by color games collocation and application, and with the gradational curriculum. 2. Preschoolers’ abilities in coloring, composition, variety in colors had been in progress according to the data analysis. It was significant that preschoolers gained more interests and sense of accomplishment. 3. The researcher had developed proper color notions, preschoolers’ art education development, and clarification of preschoolers’ color cognition. This facilitated the researcher to use more proper notions, methods, and attitudes in her future preschoolers art education. The teacher is an instructor, but also a learner. The exploration of preschoolers’ learning progress and result discussion may be the references for teachers to modify their teaching designs. Keywords: color, games, observations, induction, feedback, evaluation