An Action Research of Applying Japanese Animation Characters to Discuss Gender Stereotypes in Visual Art Teaching

• Main Authors: Lin,Hsiao-Shan, 林曉珊
• Other Authors: Wang,Li-Yan
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/20448749544295896775

碩士 === 國立彰化師範大學 === 美術學系藝術教育碩士班 === 104 === This research has included gender issues in junior high school’s visual art curriculum and used Japanese animation characters, which are related to students’ life, to enhance their motivation of learning. The curriculum is divided into four units to discuss different types of gender issues. A cooperative learning method is also adopted to improve students’ learning performance, teach them to listen to the others, encourage them to deliver their ideas, educate them to be able to integrate different ideas and, at the end, train them to get used to self-reflect. In this way, when they are confronted by similar problems or predicaments, they will be able to face them with an objective and neutral attitude and find a solution with their past experiences. The researcher has adopted action research to implement the curriculum for two cycles. At the second time, curriculum was implemented after reflecting on the experience gained from the first cycle to make amendments. The research participants are 9th grade students of a secondary high school in Changhua. The questions of this research are: What do the Japanese animation characters’ images and gender stereotype imply? How to implement Japanese animation characters in visual art curriculum to discuss gender stereotypes and how to make improvement in art teaching? What do students learn from the visual art curriculum which utilized animation characters to discuss gender stereotyping? Below is a summary of the research results: 1.By selecting Japanese animation characters which presented clear gender features, this research has discovered that students’ motivation of learning can be enhanced if things that they are familiar with in life are used to guide them to think about gender issues. Besides, as some animation characters have purposely shown stereotype, students were able to find problems, critique and learn easily. Students’ thinking can also be quickly extended to life outside of the classroom. 2.The use of Japanese animation characters in visual art curriculum to discuss gender issues can make the discussion more interesting and students’ motivation of learning is largely increased. Through cooperative-learning, students have learned to self-reflect and accept other peoples’ opinions. Besides, some students have shown a big progress in terms of their cooperative and communication skills. When students apply skills learned in class to real life situation, the curriculum also has a positive influence to the class management. 3.Majority of the students like the curriculum and think that they learned a lot from it. Using animation characters in the curriculum to discuss gender issues not only makes art teaching more vivid and interesting, but also enables students to learn gender related issues. The students are therefore able to enhance their understanding and judgement, and to have a well-rounded and more comprehensive ways of thinking while facing gender conflict. According to the research findings, the researcher has proposed clear suggestions in terms of course design, implementation and future research directions for those who wish to integrate gender issues into visual art teaching.