Incorporating Facebook Community into Visual Art Pedogogy: A Case Study on Taipei Long Men Junior High School

• Main Authors: Ya-Ting Chang, 張雅婷
• Other Authors: 林仁傑
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/91176446801275896478

碩士 === 國立臺灣師範大學 === 美術學系 === 101 === This paper discussed the feasibility of incorporating visual arts learning communities into visual arts pedagogy in junior high school using Facebook groups and sought to understand students’ learning effectiveness and their feedbacks and responses under such activities. Utilizing action research and using two 9th grade classes, sixty-five students, as research subjects, this research designed a visual arts curriculum applicable to Facebook and formulated a leading strategy that will form the foundations of Facebook visual arts learning groups. Research data gatherings encompassed both quantitative and qualitative methods. Quantitative research tools included students’ visual arts learning motivations pretest-posttest surveys, students’ visual art learning communities effectiveness surveys, and students’ visual arts learning communities satisfaction surveys. Qualitative data included the presentations of students’ artworks on Facebook learning groups and analysis of page discussions, assisted with personal interviews and classroom observations, seeking to comprehend students’ opinions and viewpoints regarding the incorporation of Facebook visual arts learning groups into visual arts pedagogy. The results were as follows: 1.Facebook groups can provide various learning functions in constructing visual arts learning communities 2.Curriculum design and leading strategy are important keys to managing Facebook visual arts learning communities. 3.Incorporating Facebook visual art learning communities into teaching generates positive learning feedbacks and responses 4.Affirm the significance and values of Facebook visual arts learning groups to visual arts pedagogy.