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Abstract In view of the various challenges and changes in the new century, we must think seriously about the development of individual multiple intelligences (M.I.) in education. And then it will be possible for students to make useful citizens to be able to adapt themselves to the future society. The education through art can provide a new range of vision, and it’s the best way to make the theory of M.I. come true. In order to bring into full play the characteristic and function of Art Education and to put into effect the theory of M.I., we must make good use of curriculums and teaching. This study aims to explore the application of M.I. to the principles of curricular design for Art Education. Besides, it does further R&D (research and devise) on curriculums and puts it in practice to provide reference for teachers of arts. Subjects used in this study are 40 sixth grade students of an elementary school in Tainan. The method of this study is to realize the principles of curriculum design by means of probes into literature, and then to R&D on curriculum based on these principles. Subsequently, it takes the method of action research to put the curriculum into practice, and adopts the means of observation approachand survey approach for the realization of performance result. The study yields the following conclusions: 1.Art Education today focus on the connection between students and their real life. And it puts emphasis on the problem guidance and theme teaching. In this case, various kinds of knowledge can be integrated and utilized. And this also contributes positively to the learning and development of students’ multiple intelligence. 2.If teachers can take into consideration the teaching environment, s tudent characteristics, teaching styles and teaching contents, when implementing art educational programs of multiple intelligences, it will greatly help teachers’ teaching, mutual activities between teachers and students, and students’ learning in the teaching process. 3.Students like to undergo art learning through various styles of intelligence learning. And among these, they prefer two kinds of intelligence blends and the learning styles of interpersonal intelligence. Besides, when students undergo a kind of intelligence learning, they can also learn other intelligence unconsciously. 4.As we know from the result of assessment, curriculums which are characterized by student-center, theme teaching, problem nucleus, multiple intelligence learning, and multiple intelligence assessment contribute to the promotion of student intelligence. 5.Most students think that the various activities of intelligence learning in the curriculums are helpful to the promotion of their ability of wide fields. And the most beneficial are the styles of art learning which blend intelligence learning with active exploration. 6.When students undergo various intelligence learning and assessment activities in art curriculums, they can be influenced by personal characteristics of students, ability of previous experiences, other intelligence, and the teaching methods of teachers. This may reduce their learning effects. Therefore, teachers should often think about and reflect on their own teaching methods, pay attention to the individual differences of students and give students proper teaching materials and teaching. By doing so, teachers can bring students’ interest in learning and their confidence. Besides, the designs of curriculums should emphasize the assessment of intelligence-fair so that the intelligence of students can be directly judged through the real performance of intelligence. Only by this way, can we provide students proper instruction and bring the development and promotion of students’ multiple intelligence.
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