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Integrating Game Theory Into Art Appreciation Curriculum Design
Jo Chiung Hua Chen
The arts course in a general senior high school is not the major subject the major subject for the entrance examination to apply to a college. But Arts is an essential knowledge for teenagers to enrich their lifetime and grow with a positive and optimistic mind. To explore how to help our students to learn in an interesting way, to improve their motivation of learning and to create a progress in arts is the main purpose of this study. The destination of the study is to find the connotation of the game theory. Also, to explore the mode of designing the course of art appreciation integrating into the game theory. Furthermore, to develop an art appreciation curriculum planning integrates into the game theory-to build the game named “Art Monopoly.” Students build the game content with teacher through the arts course. After the teaching program was finished, we can know the effects of curriculum planning through the students’ feedback. This study adept the method of action research. The objects in this study are forty senior high school students in the second grade of Taipei Municipal Zhongshan Girls High School. After designed and refined the program, the researcher held a formal teaching of the curriculum named “The Creation of Art Monopoly” in 8 weeks, 8 classes. The researcher developed a questionnaire to test students’ motivation and the ability in art. After evaluating and revising by experts, the researcher put the questionnaire into practice before the formal course start. Therefore, we can realize our student’s prior knowledge and learning motivation. After the whole curriculum was finished, the researcher tested the students with the same questionnaire in order to compare with the former one. In this way, we can get the information of what students learned. At the same time, the researcher collected data including records of classroom observation, students’ interviews, students’ feedback sheets, student’s final works, and also the observation journals and interviews from cooperative teacher. By applying qualitative research to compare and analysis these data, the author can get students’ learning situations and teaching effects to assess and refine the art appreciation curriculum integrates into the game theory. According to this study, the conclusions are drawn below: 1.The designing method of art appreciation curriculum integrates into the game theory for senior high students needs to match up to the students’ physical and intellectual development and uses DBAE tactics to create a students constructing based on intelligent strategy game. 2. The content of the art appreciation curriculum integrating into the game theory can be based on the principle of the esthetics form, art history, art working, and the method of art appreciation to arrange teaching activities. The activities also need to depend on students’ own experiences. 3. Carrying out the art appreciation curriculum integrating into the game theory can improve students’ learning motivation, the willing of active learning, and affective domain learning. It can also strengthen the self-fulfillment of art working. The especially obvious effect is for learning art history. Lastly, the researcher made some suggestions to the method of integrating game theory into art appreciation curriculum design , operation aspect of the game course, and relevant research.
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