Multi-culturalism in Visual Arts Curriculum in Elementary School Textbooks

• Main Authors: Yu-Chun Chang, 張宇君
• Other Authors: Che-Cheng Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/57936130054439762326

碩士 === 國立臺北教育大學 === 藝術與造形設計學系碩士班 === 101 === The study explores how visual arts express multi-cultural content in terms of elementary school arts and humanities textbooks. Three textbook series from third to sixth grade have passed censoring by the Ministry of Education for the 2012 academic year. The subjects of this study were Ren-Lin, Nan-I, Kang-Hsuan, and Han-Lin. There were 24 volumes for analysis, i.e. eight volumes for each textbook series. After a review of related literature, the concepts of multicultural curriculum were divided into four categories: social education, cultural education, environment, and the relationship between groups and individuals. They were further developed for more detailed analysis. Based on analysis, the best way to present elements of multi-culturalism, the proportion of its occurrence, and its distribution were observed from the textbooks. Our findings could provide publishers a reference for editing and revisions as well as teachers could consider them when selecting textbooks. The results of this study are summarized as follows: (1) the visual arts curriculum shown in the three textbook series all convey the ideas of multi-culturalism according to national curriculum guidelines. However, the proportion of occurrences is not high. (2) There are two ways to reveal multi-culturalism: designed for unit teaching with integrated context and to represent a sole element of multi-culturalism. (3) Some elements of multi-culturalism have a low occurrence proportion in all of the three textbook series, because of the complexity of certain multicultural concepts and the attribution of visual arts curriculum. (4) The proportion of occurrences and the distribution of the four categories were similar among the three textbook series. Social education occupied the highest proportion of occurrences, followed by cultural education, environment, and the relationship between groups and individuals.