Integrating ICT into Art Learning Activities to Inspire Children's Visual Creativity through Action Research

• Main Authors: Pei-Syuan Syu, 徐珮瑄
• Other Authors: Mei-Lan Lo
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/5397x6

碩士 === 國立東華大學 === 藝術創意產業學系 === 102 === This research attempts to integrate ICT into art learing activities to inspire children’s visual creativity. The purpose of this research is threefold: (1) to analyze children’s visual creativity through artwork. (2) to integrate ICT into art learing activities and developing teaching materials’ strategies and effects. (3) to improve the teaching profession through action research. The researcher employs A-R-T action research. In this study the researcher taught an art elective course with sixteen participants for twelve weeks at an English school in Yilan city. The three visual creative teaching units used were implementation of the “Color Families”, “Shape Up” and “Moving Alphabet”. This research is the fusion of the role of the “artist”, “researcher” and “teacher”. The researcher uses a creative eye and aesthetic heart to implement technology to develop the visual creative teaching content and digital teaching materials. During the research, the researcher refers to the cases about integrating ICT into art activities from internal to abroad and also refers to visual creativity theory to support the research. After the research, the researcher uses images to represent how to analyze children’s visual creativity from their artwork. The researcher reflects into the teaching practice and teaching professional growth. This research concluded: (1) visual creativity teaching can stimulate children’s visual senstivity. To promote children’s visual composition and further children’s visual creativity. This visual creativity’s teaching project can edify children’s visual creativity. (2) integrating ICT into art learning can help children’s visual conception and visual images, can arouse children’s art amusement, profusing children’s art learning, to strengthen children’s visual senstivity. ICT can represent, value and share children’s ideas to achieve teaching connotation, and stimulate visual creativity. (3) the researcher reflected the fusion of the role of the artist, researcher and teacher into teaching practice. To improve self in the teaching professon and ICT literacy. In the end, conclusions are based on discoveries made in this study. The researcher may implement suggestions and ideas for future studies and research.