碩士 / 國立彰化師範大學 / 藝術教育研究所 / 93 / A Survey about Ink Painting Education in the Junior High Schools
of Taichung Coastal Area
Summary
Since ‘Grade 1-9 curriculum’ has been created for the purpose of providing each teacher with integrated curriculum guidelines and procedures that will help to develop students’ not only core competence but also subject knowledge, therefore, the curriculum goals of art teaching is focus on humanistic literacy.
Our success in teaching will be accomplished with improved students confirm on their traditional cultural asset and good appreciation with different cultures through diverse teaching materials which include different styles of art from many countries.
As an art teacher in junior high schools nearby Taichung coastal area, I observe that students usually bring their daily life experiences into their painting works. The religious ceremonies in worshiping gods and regional cultural are often seen as topics in their works. Therefore, social background of students, the history of development in Taichung coastal area, the geographic environment, and cultural activities are factors I will pose in my questionnaires which are conducted by visual art teachers in junior high school around Taichung coastal area. By means of analyzing the data of questionnaires, I can take the results as reference for improving my teaching.
For getting further understanding of teachers’ activities in teaching water ink painting around this area and observing about students’ learning behaviors. I drafted five researching questions as below:
1. What are the practicing extent and learning situation of the teaching of water ink painting?
2. What are the teaching content of water ink painting, the basis of choosing teaching subject matters, and teaching methods?
3. What are the difficult points and questions that we are facing on the teaching of water ink painting respect: and on the observation of students’ learning processes?
4. What are teachers’ view about that we should emphasize native education to reach to cultural diversity?
5. What are the situations when students are learning the water ink painting? And, are there any works, which present the relation with their background or environments?
After analyzing the investigation and the results of the questionnaires, some conclusions are made:
On teachers’ activities in teaching water ink painting: most of the teachers have taken water ink painting into their courses and think students are interested in it. Besides, teachers usually use teaching materials, which compiled by themselves. Free creation, mimicry, and demonstrative teaching method are the most effective way to arouse students’ learning interests. However, nowadays teachers encountered several problems in teaching water ink painting, including the shortage of tools and appliances, not enough teaching time and the ignorance of water ink painting. Teaches should
On the observation of students’ learning behaviors : First, students are full of curiosity and interest in painting with using Chinese brush. They are eager to learn the painting skills by imitating the teachers’ techniques in painting. In addition, students’ work chose their topics related with their ritual ceremonies and buildings or people they meet every day.
By the conclusion, traditional culture is the theme that often been used by teachers in teaching water ink painting. Moreover, the themes, which related with daily life, are easy to arouse students’ learning motives. In a word, while art teachers teach water ink painting they can get best teaching effect by choosing topics from traditional culture.
| Identifer | oai:union.ndltd.org:TW/093NCUE5632033 |
| Date | January 2005 |
| Creators | TSAI.YU-SHAN, 蔡玗珊 |
| Contributors | 林玉山 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 151 |
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