Integrating a Global Perspective in the Multicultural ArtCurriculum Development and Implementation

• Main Authors: Chiung-Chen Chien, 簡瓊瑱
• Other Authors: Pei-I Chou
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/54326239137895006080

碩士 === 國立中山大學 === 教育研究所 === 103 === ABSTRACT The main purpose of this research intends to study the development and the effect of the multicultural art courses with global educational view merged into it. There are five teaching activities. Mixed method research device is adopted to study if the three dimensions of the multicultural art literacy— selfculture conscious, multiculture conscious, crossculture abilities—differ before and after employing this course project. The participants of this study were the fifth graders taught by the researcher, The testing data is from “MultiCultural Literacy of Elementary School Students” scale. The qualitative data is gathered and analyzed from teacher’s journal, in-class video-taped clips, interviews with students and worksheets. To conclude the results of this research, the main finding are as following: First, the original course is too limited to perceive the cultural diversity. This course project breaks the limit, merges the three dimensions— selfculture conscious, multiculture conscious, and crossculture abilities into the course, and connects to be systematic courses. Second, students from the experimental group and the referential group shows significant differences in selfculture conscious; Before the project ,the experimental group couldn’t perceive the culture conscious of their own tribe, and were lack of selfculture conscious, while they could constitute more selfculture conscious, and could merge into the culture of more tribes after this course. Third, students from the experimental group and the referential group shows significant differences in multiculture conscious; the experimental group could perceive the cultural diversity, reflect and correct on their own stereotype or prejudice, and promote their own multiculture conscious after this course. Fourth, students from the experimental group and the referential group shows significant differences in crossculture abilities; Before the project, the experimental group often held one-dinension, dominant views, and were lack of multicultural views. But after that, they were will move to work with classmates from different tribes, and try to rethink after all,their culture from the angle of different tribes. Fifth, this course project performs well, and is effective both in quality and quantity. The students are much satisfied, However, it takes the researcher more time to prepare instruction due to course re-design and adjustment of curriculum. According to the result of this research, specific suggestions are submitted as references for textbook publishing companies, teachers, and future researchers. key terms: global education、multiculture、Art and Humanities Curriculum