An Action Research of Using Art Material Kit to Improve Elementary School Students’ Aesthetic Literacy

• Main Author: 徐嘉婈
• Other Authors: Hiao,Bao-Ling
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/6u8b74

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 107 === Visual arts education has long been regarded as a "deputy subject" under the leadership of the diplomaism and has not received decent attention. As a result, visual arts teachers are not able to fulfill their professional competences. The visual arts courses normally taught by non-professional background teachers and administrators. Since the instructors lack the relevant background knowledge of art, therefore teachings with the large amount of art material kits are provided to ensure that their teaching process can meet the basic learning points of visual art curriculum. However, using the art material kits is often criticized because it is not good for cultivating children’s creativity and aesthetic literacy. The advantages of the art material kits, such as saving the manpower and money to purchase materials, have been neglected all the time. The promotion of professional divisions and the prohibition of using the art material kits in visual arts courses have not received immediate effects. 1-12 National Basic Education Curriculum Guideline reveals the concept of core competencies, and "art cultivation and aesthetic literacy" is one of the core competencies. Nevertheless, the art material kits cannot be completely replaced in a short time, in order to let students using art material kits and develop aesthetic literacy at the same time, therefore this study collects many kinds of art material kits in the market and divides into three types, fully restricted group , semi-open and semi-restricted group and relatively open group, based on the degree of students’ creation freedom. Corresponding teaching module is developed to match with Arts-Areas-Curriculum Guidelines in the 1-12 National Basic Education learning points. The subjects of this study were the fourth graders in S Elementary school in Taoyuan City. This action research lasted for 8 weeks, 2 periods per week, with 16 periods in total. Data such as students’ works, semi-structural feedback sheets, interviews and team teaching teachers interviews were collected and analyzed. By these data and instructor’s professional growth through self- reflection, this study attempts to focus on the possibility of enhancing elementary students’ aesthetic literacy by applying art material kits. Quantitative data shows that 87% of students can experience the particularity of more than four kinds of media in their creations. 88% of students can understand 3 or more usages of adhesives. 96% of students can add more than 3 related elements to the work. 78% of students can associate with more than 3 subject-related elements. 65% of students come into more than 3 cognitive disequilibrium situation in their creations. 83% of students can speak out more than 3 impressive works. Qualitative data shows that students can only use simple and lacking details or specifics words to describe works such as, very beautiful, very good looking, from the beginning, then advanced to introduce or evaluate works through color matching, composition and modeling dimensions. Furthermore, students can cherish the merits of their own works, or propose ways to improve the deficiencies. To integrate quantitative data and qualitative data, together with the classroom observations of the researcher and the collaborative teacher, it is obviously sufficient to show that after the teaching module of this research, the students' aesthetic literacy has been greatly improved. Research result shows: 1.The use of art materials kits in the teaching module has achieved good results in teaching. 2.The implementation of the teaching module of this study and with the art material kits help to enhance the students' aesthetic literacy. 3.The action research of transforming art material kits by developing teaching modules is conducive to the professional growth and reflection of teachers. Based on the research results and findings, we hope to let the public see the feasibility of the use of the art material kits for teaching; eliminate the prejudice against the art material kits, and provide teaching modules and teaching skills for non-visual art professional instructors when applying art materials kits. And related teaching suggestions to enhance students' aesthetic literacy. Keywords: Art Material Kit, Aesthetic Literacy, Elementary School Visual Art Curriculum