An Action Research of Utilizing Art Therapy Orientation Visual Arts Curriculum on Junior Resource Class Students' Emotional Management

• Main Author: 陳康功
• Other Authors: 趙惠玲
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/46777671308451703252

碩士 === 國立臺灣師範大學 === 美術學系在職進修碩士班 === 101 === This study investigated students of a resource course at one junior high school in New Taipei City with learning and emotional disabilities to examine the effectiveness of an art therapy-oriented visual art course to improve the emotions of students. Due to the defect learning abilities resulting from the imbalance of internal cognitive abilities of students with learning and emotional disabilities, internal conflict often occurs. Students, thus, have poor ability to adjust their emotions and when they interact with others, deviant behaviors are often observed. The principle of “art is part of therapy” suggested in the theory of art therapy expounds that during the creation process, emotional conflicts can be relieved through the emotional expression via creation, and self understanding and growth can also be promoted. Based on the above concept, this study uses the course on “art creation of art therapy-oriented concept” to guide students to release emotions that they cannot freely express and to achieve the effectiveness of “art is part of therapy.” This study utilized five curriculum design cases and conducted qualitative action researches with the observation and interview methods. The course was introduced in two phases. In Phase 1, self exploration and reflection, through the theme of “Me in the Portrait,” students were assisted to explore for self emotions as well as to review the relationship of subjects and others in order to help subjects to accept the difference between themselves and others. In Phase 2, the release and management of emotions and stress, via the theme of “My True Painting,” negative emotions that have long been repressed can be expressed via art creation and sharing. According to research questions, conclusions are made below: 1. When art therapy is integrated into the curriculum design and development for the improvement of students of resource class at the junior high school with emotional disabilities, the priority shall be student centered concept to use art therapy as the expression of their state and individual metaphors. 2. During the implementation of visual art course at the resource class of the junior high school, the effectiveness of the improvement of students with emotional disabilities is reached via the integration of art therapy that makes use of art creation as the repairing experience of the relationship between students and others with the aim to meet the goals of self recognition and self-transcendence. Finally, according to research observation and reflection, the researcher proposes the relevant suggestions for the implementation of “art therapy-oriented art educational courses” for special students for the implementation reference by relevant scholars, consultants, and teachers.