An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education
碩士 === 國立政治大學 === 國家發展研究所 === 100 === In recent years, creativity in education has received increased attention from gatekeepers - the business leaders, scholars, policy-makers, and educators – around the world. There is also growing acceptance in the academic and educational worlds that “creativity...
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ndltd-TW-100NCCU50110242018-04-10T17:21:33Z http://ndltd.ncl.edu.tw/handle/56x928 An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education 台灣教育創新模式之探討:兩個表演藝術教育破壞性創新實例 Dale Albanese 紀博善 碩士 國立政治大學 國家發展研究所 100 In recent years, creativity in education has received increased attention from gatekeepers - the business leaders, scholars, policy-makers, and educators – around the world. There is also growing acceptance in the academic and educational worlds that “creativity can be taught.” Thus it is now crucial to pursue culturally and socially appropriate models for implementing creativity education. Encountering and studying the arts is an important approach to developing creativity. However, when traditional formal education systems are unable to provide an equal platform for encountering the arts, relevant gatekeepers must come up with new solutions. Christensen, Johnson, &; Horn (2008; 2011) write that traditionally, educational innovation has relied on sustaining innovation, which they hold is insufficient for new educational demands today. They propose instead a model of disruptive innovation for education, which has greater potential impact on the education system, to help close the gap between educational ideals and practice. Leadbeater and Wong (2010) further categorize innovations in either formal or informal educational settings. This study examines two cases of disruptive innovation in performing arts education from Taiwan: Paper Windmill Theatre’s First Mile, Kid’s Smile 319 Townships Art Project program and the U-Theatre Performing Arts Class at Taipei Jingwen High School. The research methods employed include document analysis, in-depth interviews, and observations. The research findings conclude that the 319 Project's disruptive innovation model for informal education provided children in remote locations with opportunities to encounter the arts, making a positive impact on their lives. The disruptive innovation model for formal education used by the U-Theatre Performing Arts Class gave students with interests and potential in performing arts a channel for their abilities, both helping them develop their artistic interests and talents and enter university. Wu, Jing Jyi 吳靜吉 學位論文 ; thesis 159 en_US |
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碩士 === 國立政治大學 === 國家發展研究所 === 100 === In recent years, creativity in education has received increased attention from gatekeepers - the business leaders, scholars, policy-makers, and educators – around the world. There is also growing acceptance in the academic and educational worlds that “creativity can be taught.” Thus it is now crucial to pursue culturally and socially appropriate models for implementing creativity education.
Encountering and studying the arts is an important approach to developing creativity. However, when traditional formal education systems are unable to provide an equal platform for encountering the arts, relevant gatekeepers must come up with new solutions. Christensen, Johnson, &; Horn (2008; 2011) write that traditionally, educational innovation has relied on sustaining innovation, which they hold is insufficient for new educational demands today. They propose instead a model of disruptive innovation for education, which has greater potential impact on the education system, to help close the gap between educational ideals and practice. Leadbeater and Wong (2010) further categorize innovations in either formal or informal educational settings.
This study examines two cases of disruptive innovation in performing arts education from Taiwan: Paper Windmill Theatre’s First Mile, Kid’s Smile 319 Townships Art Project program and the U-Theatre Performing Arts Class at Taipei Jingwen High School. The research methods employed include document analysis, in-depth interviews, and observations. The research findings conclude that the 319 Project's disruptive innovation model for informal education provided children in remote locations with opportunities to encounter the arts, making a positive impact on their lives. The disruptive innovation model for formal education used by the U-Theatre Performing Arts Class gave students with interests and potential in performing arts a channel for their abilities, both helping them develop their artistic interests and talents and enter university.
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Wu, Jing Jyi |
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Wu, Jing Jyi Dale Albanese 紀博善 |
author |
Dale Albanese 紀博善 |
spellingShingle |
Dale Albanese 紀博善 An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education |
author_sort |
Dale Albanese |
title |
An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education |
title_short |
An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education |
title_full |
An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education |
title_fullStr |
An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education |
title_full_unstemmed |
An education innovation model for Taiwan: two examples of disruptive innovation in performing arts education |
title_sort |
education innovation model for taiwan: two examples of disruptive innovation in performing arts education |
url |
http://ndltd.ncl.edu.tw/handle/56x928 |
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