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A Study of The Implementation of Kandinsky's Abstract Art Theory on Visual Arts Teaching for Junior High School
Junior high school students
The main purpose of this study is to implement the theory of Kandinsky's abstract art to develop the teaching activities of the visual arts curriculum for junior high school students in order to solve the problem that students’ interest in artistic creation and their active willingness to learn it are gradually lost. The study is hoped to simultaneously enhance students’ motivation to learn art and inspire them to diverse artistic thinking and innovation capability. According to the literature associated with the current curriculum, the author carried out curriculum planning and design, applied the experimental teaching to the subjects (N= 90) who were eighth-graders at a junior high school for 31 weeks, and then evaluated the efficiency of the experimental teaching. The results are as follows: (1)Applying Kandinsky's abstract art theory to the visual arts curriculum at junior high schools can enhance students' interest in learning and have a positive impact on learning attitude and effectiveness—the same concept as the nine-year consistent curriculum of arts and humanities. (2)Applying Kandinsky's abstract art theory to the visual arts curriculum at junior high schools can reduce students’frustration at creating and enhance their art skills, and then overcome the current teaching difficulties. (3)Applying Kandinsky's abstract art theory to the visual arts curriculum at junior high schools fits in with the developmental stage of painting in adolescence and can extend students’ learning perspective and enhance their ability of artistic and innovative thinking. (4)The students highly approved of applying Kandinsky's abstract art theory to the visual arts curriculum at junior high schools. It has profound inspirations for the visual arts and music teaching and can change the students’views on learning arts subjects and meanwhile make them understand the importance of learning art. Finally, according to the research conclusions, the author offers suggestions for teachers(four), curriculum design(four) and future research directions(three).
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