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Research on Art Creative Teaching-A Case Study of Design And International Journal of Affective Engineering Vol.18 No.4 pp.205-214 (2019) doi: 10.5057/ijae.IJAE-D-18-00010 ORIGINAL ARTICLE Research on Art Creative Teaching – A Case Study of Design and Teaching Activities of Elementary Students in Taiwan – Li-Chun HUANG*, Ming-Chuan HO** and Thomas Chiang BLAIR*** * Graduate School of Design, National Yunlin University of Science and Technology, 6F-2, No.55, Sec. 1, Zhonghua Rd.,Taichung City 40041, Taiwan (R.O.C.) ** National Yunlin University of Science and Technology, Taiwan *** National Taipei University of Education, Taiwan Abstract: The education theories in Taiwan during the last 30 years are heavily influenced by trends of postmodern art. Therefore, design teaching that emphasizes practicality has received more attention in national art curriculum. The first author is an elementary school art teacher who have planned T-shirt-design activity for the last 6 years, to analyze students’ design abilities and aesthetic expression in the pseudorealistic stage. On this research, the results of questionnaires were analysis with SPSS 18.0, and interviews were also conducted. The results revealed 77% of students were able to create variations of the provided motifs, reflecting their abilities to create their own designs. The students tended to use pure and warm colors required guidance to create complicated designs. The students demonstrated ability to use Chinese, English, and numbers to convey their thoughts and feelings. The results also showed that the T-shirt-design creative teaching activity could stimulate elementary students’ creativity. Keywords: Elementary school design education, Design creative teaching, Contemporary artistic trend In 2001, the 9-year mandatory education policy was 1. INTRODUCTION implemented in Taiwan, conventional visual art teaching activities were incorporated as part of the arts and The 21st century is the era of the competitive knowledge humanities learning field [28]. However, many experts economy. In response to the challenges, the promotion and the first author who has taught primary school for and application of creativity has become a crucial topic 26 years (here after referred to as “the first author”) have in various research fields around the world. Sternberg discovered that Progressionism is prevalent in Taiwan and Lubart (1995) indicated that creativity is an ability and the specialization of teachers are not so valued in that can be developed through cultivation, training, and primary schools. There only have small number of study [24]. A creative environment and teaching activities trained teachers to teach arts courses in elementary can inspire and enhance children’s creativity, thereby schools, in general, art courses have teached by class guiding their growth into individuals with creative ability. teachers mostly. These class teachers normally have Creativity is an essential factor of art creating, and child- to make preparations for four or five different subjects. hood is the initial stage of creative development. Thus, It is simply asking too much for them to prepare for design activities, which entail tapping into one’s creativity, the practical and lifestyle design education courses. may be used to foster creativity [7]. Design activities In Taiwan, some students traditionally wear class inspire and nurture children’s creativity. uniforms (T-shirts) when participating in routine school In postmodern art, the line between pure art and popular activities. In the past, the class uniforms of the Li-Ming art has become obscure, or even disappeared [11]. Under Elementary School which the first author teaches in have the influence of postmodern artistic thinking, people stop generally been designed and printed by design studios; admiring the idea of “art for art’s sake”, begin to research teachers have sometimes appointed some students to the art under cultural and social contexts. In consequence, design the uniforms. Participation of all students in a art education in schools will also be affected by such class in designing class uniforms is rare. The first author contemporary artistic trend. In art education, the social- initiated a T-shirt-design creative teaching activity is to ization of art and the integration of art and daily life enable the Li-Ming Elementary School spirit around issues will be stressed. Therefore, incorporating the spirit its art and humanities courses, also to increase the art- of practical art into today’s art courses that educators course content within students’ lives. In the activity, cannot neglect. students in the pseudorealistic stage hand-drew designs, Received: 2018.06.29 / Accepted: 2018.12.20 Copyright © 2018 Japan Society of Kansei Engineering. J-STAGE Advance Published Date: 2019.07.24 205 All Rights Reserved. International Journal of Affective Engineering Vol.18 No.4 which were then analyzed to determine the students’ of art teachers is required to follow rigorous course- levels of creativity and their abilities to design T-shirts oriented curriculum [5]. At this point, mainstream art and demonstrate aesthetic sensibilities. In addition, the education in Taiwan was still based on child-centered art questionnaires and interviews were also used to further education theory. understand the students’ design concepts and their In the late 1980s, besides fine arts, courses of DBAE thoughts and feelings about the learning activity (i.e., on folk customs and popular arts were also opened [2]. designing class uniforms). The objective of the activity As DBAE continued to develop, Hamblen renamed and this study was to enrich the design-education postmodern-oriented, subject-based art education as curriculum of the Li-Ming Elementary School, using “neo-DBAE” [16]. After 1993, the design of new art design activities to elevate students’ creativity and education courses in junior high and elementary schools, abilities to adapt to new artistic trends. and the emphasis on art appreciation teaching, were considered the result of influence from neo-DBAE 2. OVERVIEW education theories [25]. Art education during this period not only stressed the improvement of skills in use of 2.1 Elementary School Art Education in Taiwan Today media, but also developing students’ taste and apprecia- In 1895, after Taiwan became a Japanese colony, tion for arts. Taiwan started to adopt art education ideas from 2.1.2 1994 to now other countries, and schools also officially began to Postmodern art became a trend in the 1970s [27]. offer art courses. In 1945, Taiwan was returned to the In 1996, American scholars Efland, Freeman, and Stuhr Republic of China, and Taiwanese educators took over pointed out in their book Postmodern Art Education: An the responsibility of designing art courses. Therefore, Approach to Curriculum. The authors’ view toward art this paper presents a brief history of Taiwan elementary education was a culturally diverse one. The assertion that art and design education from 1945 to the present in art and daily life objects and matters had to be integrated. light of the theme of changes in art education thinking Art presentation was the description of the contents of in the modern world and the reforms of Taiwanese art life of an individual’s experiences [17]. June King McFee courses. (1970) strongly advocated for community-based art 2.1.1 1945 to 1993 education [21]. She saw art education as a process In 1948, the education authority announced that through which students could discover, perceive, and “painting” classes were renamed “art” classes and the praise the value within community; art education had to curriculum would include art appreciation, presentation, be able to make students become more part of society who and learning. In lower grades, art classes were combined can participate and promote social activities and social with “crafts” classes to become “task” classes in Taiwan. development. The abovementioned artistic thinking and In 1962, the education authority revised the curricular ideas about art education caused Taiwan’s art education standards [25]. It was around that time when Lowenfeld program emphasize the integration of the art and sociality, (1947), in the US, and Read (1958), in the UK, put forth art and daily life issues, art and cultural exchange and so the “child-centered art education” theory. This theory was on [20]. The 9-year Mandatory Curricular Guidelines introduced into Taiwan in the 1960s and had an impact on were implemented in 2001 and remain in force even Taiwanese visual art education for over three decades [5]. today; “learning areas” have replaced separate subject Nevertheless, the children’s natural growth was overem- teaching[4]. Therefore, art courses for lower grade phasized and their creativity was overvalued, making students are consolidated into the “life curriculum,” and art education become an instrument that helps children the art courses for third through ninth grades are included grow up physically and mentally and losing its unique in the “arts and humanities learning areas” [25]. To function [15]. ensure that Taiwanese students have the ability to face and In 1968, Taiwan launched its 9-year mandatory adapt to the world full of uncertainty and ever-changing in education. Later in 1975, art and crafts were consolidated, 21st century, curricular design is approached with an and the teaching hours (for each week) were reduced. atmosphere of practicality, suitability, flexibility and There was a greater emphasis placed on design [25]. diversity that takes into account measures to enhance In the 1960s, American art educators Eisner, Clark, and students’ knowledge and understandings of their surround- Greer put forth the assertion of Discipline-based Art ings and uses of the art to guide them to influence and Education (DBAE) [8]. In DBAE, the teaching approach improve their society and environment. 206 International Journal of Affective Engineering Vol.18 No.4 Research on Art Creative Teaching 2.2 Creativity in Art Education W. Lambert Brittain (1922–1987), has exhibited the most In 1950, J. P. Guilford’s (1897–1987) study on substantial and sustained influence on art education [19].
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