A case study of the elementary school principal place aesthetics leadership: An example of place making and place marking

• Main Authors: Bing Peng, 彭彬
• Other Authors: Tzung-Hsuen Huang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/2vr653

博士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 102 === The study adopted the qualitative research and used place making and place marking to discuss place aesthetics leadership of the elementary school principals. The purposes of the study are: a. to realize how the principals promote place making and the place marking; b. to understand the content of the principals’ place aesthetics leadership practice; c. to evaluate the principals’ place aesthetics leadership and its effectiveness. Based on the study questions, the study conclusions are as follows: 1. The principals’ promoting place construction is divided into three periods. a. The early period- the preparation (a) the richness of self-content is the basis for constructing a new school. (b) examined the spot and searched for the aesthetics connection between new location and old location. (c) based on the individual aesthetics literacy and the on-the-spot examination to form the plan of a newly-built school. (d) actively invited the architects to attend the design competition and confirm the construction perception. b. the middle period- the construction (a) the principal’s intervention and negotiation on dealing with the place aesthetics issues. (b) introduced the designers and artists to program the planning of the school place aesthetics. (c) direct involvement of the project construction to ensure the place aesthetics and its quality. (d) provided the recommended contractor artists or the art companies for the firms to find the partners. c. the late period- the application (a) planned the members participation procedure and expanded the participation. (b) enriched students’ perception of school space and place aesthetics via a multiple aesthetics curriculum and teaching. (c) a storytelling leadership to lead the students to appreciate the place aesthetics. (d) enriched students perception on school place and place aesthetics via experience activities. 2. The activities of principals’ promoting on place marking are: a. the enriching architectural language and its education ideology. b. a walking-path art work and the local literacy and history embedded in students learning content. c. an aesthetics education based on in-school aesthetic space. d. the life education of aesthetics and wellness. e. a place of sustainability concept in the campus ecological education. 3. The principals’ place aesthetics leadership practices are: a. a systematic thinking concept of the-school-is-a-book to plan the school place. b. applying the-building-is-the-curriculum concept as the basis of school construction and the upcoming curriculum planning. c. adapting oral speech and words to help students/teachers understand the school place. d. practicing the three lessons to have students/teachers better understand the school place. e. using the learning passport to help students/teachers learn the place aesthetics. f. giving the ceremony or activity an educational meaning and raising the awareness of the place. g. ushering the architects and artists to help students/teachers know the artists and art works. h. a step-by-step planning to increase the students/teachers participation on school place construction. i. joining the architectural space evaluations and marketing the school and its place aesthetics. j. expanding the place aesthetics curriculum via the learning organization perspective. 4. In terms of aesthetics the findings of school place are: a. the school building space route and building line are flowing and elegant. b. the school building colors are simple, classical and harmony. c. the school building are varying on functionality but represent its beauty respectively. d. each school building is distinctive, stable and characteristic. 5. The findings of school place making and place marking on the aesthetics perspectives are: a. in the aspect of place construction: (a) a concrete form combination used to represent an abstract education implication. (b) paying equal emphasis of the quality and quantity to a balanced pursuing of functionality and aesthetics. (c) the intertwined sunlight and shadow depicted an educational implication of stable and waiting. (d) the main architecture paired with its background to represent the varying levels of the space. (e) the unique Hongmaogang space style used to represent a different artistic conception than the regular architectures. b. in the aspect of place marking: (a) adopted the unnoticeable element to transform into a theme-rich pubic art. (b) started with creativity to form a implication-rich picture. (c) the imagination of a theme place elaborated and collected as a symbolic icon. (d) the Hongmaogang stylish space reappearing to represent its unique landscape. (e) each main architecture represents the varying space pattern and form. 6. The findings of the space users’ understanding the school place and its implication area. The findings of the space users’ understanding the school place and its implication are; the former newly-established school director fully realizes the principal’s thinking elements and process of the school establishment. Moreover, the designers understand the connection between school space and curriculum, and have the ideas about applying the following curriculum. The current school directors know the school space distribution and spatial significance better than the teachers and can clearly tell the details of the place, while teachers are much better than the parents. For the students, applying the curriculum will improve their spatial cognition. According to the conclusions, the enlightenment of the principals’ place aesthetics leadership are: a. the principals’ place aesthetics leadership must be a dynamic process view. b. the principals’ place aesthetics leadership is the key to lead the school construction. c. the production of school space is the practice of the principals’ place aesthetics leadership. d. the principals’ place aesthetics leadership should include the philosophy, science and art knowledge. e. the implementation of art form and expanding participation can reduce the dominance of place aesthetics leadership authority and ideology. f. introducing the external resources can strengthen the principals in place aesthetics leadership professionalism weakness. g. The multiple roles and leadership tactics of the principals place aesthetics leadership can raise the users’ awareness in space cognition. h. The “principle of concordance” in planning a space form helps the users in the space perception. Finally, according to the conclusions, the suggestions are made for the administration units, principals and the further studies.