| Summary: | 碩士 === 國立臺北藝術大學 === 藝術與人文教育研究所 === 103 === Visual art education in Malaysia’s Chinese Independent High School (CIHS) has developed for a century, echoing the contour of changing social contexts. However, non-humanities oriented curriculum planning, gap between curriculum and real life , lack of interactive in teaching and learning, and tension in teaching assessments, have brought influences into the classroom, resulting in the lack of student interests in visual art learning.
Education and learning, like Rome, was not built in a day. Rafe Esquith, an award-winning American teacher at Hobart Boulevard Elementary School, Los Angeles, California, had been there for his 5th graders at Room 56 for the last 25 years. Esquith as an educator, with his teaching philosophy, extraordinary teaching methods, and creation of a positive classroom environment, has successfully stimulated and motivated students’ interests and active learning. Visual art learning in Room 56 is therefore full of enchantment.
This study explores the teaching methods of Esquith’s Room 56, looking into pertinent literature, reviews, and media recordings. Focusing on the teaching philosophy, visual art-related curriculum, teaching methods, and learning environment, analysis were made to further adapt and amend the CIHS visual art curriculum, resulting in an 8-week curriculum practice conducted by the researcher. Data collected through the classroom recordings and informal interviews were then analyzed, reviewing on the possibility of adopting Room 56’s measure in the context of CIHS Visual Art curriculum, thereupon summing up reflections and bringing forth suggestions concerning visual art education practice in CIHS.
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