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teaching of installation art
The purpose of this study is: 1) to understand the teaching concepts of instructors on arts and humanities education and their application of such concepts to the curriculum design and teaching of installation art; 2) to explore the process in which the students generate their themes and share their ideas during the installation art program; 3) to analyze the learning process wherein the students create real artwork out of blueprints; 4) to investigate how the students appreciate and evaluate the work by peers after completing their own installation work; and 5) to make analysis on the students’ feelings, attitudes, artwork, and satisfaction with the results throughout the installation art program. Based on the collaboration action research method, the researcher worked with an elementary school teacher, co-designing the installation art curriculum. 45 fifth-graders from two classes at an elementary school in Taipei County were invited as participants of the program. The process analysis of the research is conducted with reference to the studies or reviews as follows: “The Exploration of Multiple Messages in Children’s Installation Artwork”, “An Instructor’s Teaching Files”, “Unit of Installation Art: Student Worksheet for Idea Inspiration and Creation”, “Practice Record of Small Groups”, “Feedback Evaluation of the Whole Class”, “A Questionnaire on Reviewing the Production Process of Installation Art”, “A Feedback Worksheet for the Appreciation of Installation Art”, and “Differentiation Scale for Installation Artwork Design and Result”. According to the detailed investigation, it is manifested in the present study that: 1. The teaching concepts, closely related to personal growth and learning experience, of instructors on arts and humanities education will influence how they design a program, including incorporating new ideas into teaching activities, accepting the presence of researchers in class, and attending to their suggestions. 2. The students can be successfully helped to construct a variety of themes on installation art if previously given a section of relax training and instructed step by step to invoke inspiration. These themes generally result from personal experience and feelings, instead of popular culture or peer effect. 3. In the interaction section, a small group works better than a whole class. Students allocated in small groups have more opportunities to share their individual design, motivation and construction of material than their counterparts in a class. They also get more positive feedbacks like support, encouragement and reminding from peers. 4. 90% of the students in the program have had certain problems with material or skills while creating their work. Most of them resort to positive reaction. With the help from classmates and teachers, and the effort by themselves, they find the solution at last. In addition to learning new skills and material, they have also learned how to encourage themselves, mutually help each other, and discover new ideas. 5. During the appraising process, the teacher, the researcher, and the creator show interesting differences in judgment as regards the original design graph and the final work of a student. In terms of the standard by the creator, the researcher, as an outsider, seems to have a higher one. The teacher, on the other hand, uses more tolerant criteria to judge a pupil’s work. Moreover, the key factors affecting the student’s evaluation of the installation work include: 1) topics—the more pleasant ones, like happy, memorable and shared moments, receive more applause; 2) forms—the brighter in color and the more delicate in technique, the higher in score; and 3) originality—works which initiate more imagination and express deeper meanings definitely catch the eye of the audience. 6. When asked about how they like the installation art program, almost 90% of the pupils reply that they work hard in class, 80% enjoy the teaching activity in question, and half of the participants feel satisfied with their installation artwork. “Next time we are sure to do it better,” two thirds of the students say in an assured tone. To sum up, from this program the students have learned: 1) cognitively, how to express their own ideas, understand arts, appreciate the work by classmates and know what they think about; 2) affectively, how to cope with difficulty, cooperate with classmates, assist others, and help themselves develop; 3) technically, how to choose from and use different material, designs, and colors. Many students are expecting more instruction on skills, material and tools of the teacher in the advanced program in the future.
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