An Action Research of the Atayal Visual Culture into Visual Art Education of Elementary School

• Main Authors: Fan, Hui-Yu, 范慧瑜
• Other Authors: Chang, Chia-Lin
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/28fd5e

碩士 === 國立清華大學 === 藝術與設計學系所 === 106 === Taiwan is a diverse society, while the art education in Taiwan is also a diversified art education. The importance of Art and Humanities is far more than the material of textbook, not equal to the proportion assigned by the textbook. At present, in the art and humanities curriculum of elementary school, there has been some teaching content on the theme of indigenous art. But usually limited to introductory and understanding of indigenous art, not studied in depth. The Researcher think that in the social trend of "cultural awareness improvement”, the Art education is not just teaching mainstream culture, and it should be a combination of visual culture art education and multicultural art education, and integrate all areas of teaching. Looking for the advantages of the Atayal Visual Culture, to create an art teaching curriculum that has local cultural characteristics. The object of art education is “Human”, and “Human” is also the main subject of art education. This research takes Atayal language "Tayal Balay" as the core concept of instructional design. "Tayal Balay" is the "real person" in the Atayal language. The researchers hope that children can use the visual arts teaching in this study to combine life and five senses, and use it in the real life. Not only can you know your hometown more, but also you can enhance your sense of identity through the Atayal culture. The research is referenced from literature review, and would be practiced with "The Action Research". Using the visual cultural characteristics of the Atayal, the three main axes of visual art teaching have been developed, namely, “The Art of Speaking”, “The Art of Tattoo” and “The Art of Weaving”. And it is cut into several teaching units, each unit of the teaching activities are linked to each other, to achieve the consistency and integration of the curriculum. The purpose of the research is (1) Explore the development of Atayal visual culture art teaching. (2) Explore the learning situation and feedback of children learning Atayal visual culture (3) Put forward the thought and suggestion of the art teaching to the visual culture of the Atayal. The researcher hope to combine the local culture of Atayal and living experience of students, to develop “local art teaching curriculums” with local characteristics. During the curriculum implementation, the researchers found that children were very interested in learning the Atayal culture curriculum, especially the teaching activities of "The art of tattoo" and "The art of weaving". The researchers also found that students will add their own life experience to make their painting closer to life. Some students are influenced by traditional frameworks and have more restrictions on the performance of their painting. For example, some children think that girls should draw a V-shaped tattoo, no other changes, this part is a pity! This research explores the learning situation and feedback of children learning Atayal visual culture, the results show that most children are happy to participate in the curriculum. And Positive feedback can also be given in the performance of their painting. In my opinion, in a small school like this, Art education can combine Culture education. In Culture education, the school can not only pass on cultural experience in the mother tongue class. In Art education, can also use visual images to make children know Atayal culture, it is not only can see but also can operation. The researcher hope such an innovative teaching strategy of visual art education in a small school like this, can have a slight impact or change in the art education of indigenous children in the new generation. Key words: Visual Culture Art Education, Multicultural Art Education, The Atayal, Location culture