Conclusions of research
The analysis of research results revealed that the implementation of progressive arrangement for arts infused curriculum can guide students while team-teaching teachers could promote better communication
The Case Study of Two Types of Arts Infused Curriculum:
Painting and Music
ability and attention to the rewards fairness. Moreover, in spite of two different cases of arts types, both offered the same teaching objectives, comparative teaching design and identical Mandarin curriculum types while using novel teaching tools. In spite of different Core Competence of training, both expected to improve students’ independent thinking and problem-solving abilities. Nonetheless the short period of time could hinder the determination of learning effectiveness in impact of the positive impact from implementing arts infused curriculum. Moreover the gaming nature of art teaching could obscure the basic concepts in arts infused curriculum. The conclusion of the study is described in the following 5 issues.
The collaboration of experience in art teachers with professional background, teaching assistants and team-teaching teachers can effectively promote excellent communication
The above research results showed that the among the team implementing arts infused curriculum, including artists with professional art background, teaching assistants and team-teaching teachers, if anyone has relevant executive experience or has experience in similar participation, will promote excellent communication process, facilitate the operation and thereby increase the development of tacit understanding between the three people.
Story-type text was equipped with the advantage in implementing arts infused curriculum
The texts incorporated with two different arts types belong to story–type text and could attract more learning interests from students due to the changes of plots from the introduction, supporting paragraphs to the conclusion in a story. The teaching process was also abundant and varying.
In contrast with descriptive and vernacular Chinese courses, story-type text can implement arts infused curriculum easier. Moreover, both cases conducted curriculum design through “comparison” while students can produce contrast through this teaching method, thereby increase their comprehension for the text. Hence, the key does not on the art types but whether if the attribute of Mandarin text takes art types into consideration of priority.
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Using creative media or self-prepared teaching materials enriched the teaching curriculum with variance
The analysis of the teaching tools with two different arts types showed that the use of innovative media and self-prepared materials increased students’ learning interests and the novel experience of students through assisting tools which they have not contacted before. Students can also increase their concentration in class.
Different arts types can stimulate the different sensory experience of students The perception of the five senses can induce the preliminary image on the brain while interconnecting memories when accepting stimulation, resulting in perceptive experience, known as the five-sense experience᧤Lee, Kuei-Lien, Chen, Jun-Hong, Yen, Jen, 2008᧥. These two cases significantly showed that painting teacher used self-prepared flashcards, scrapping paper, and bamboo stick to induce the vision and tactile as well as the observation on perception of non-standard “pen holding gesture” from the students after being a teacher. The teacher even trained students the ability to “hold”. The music teacher induced hearing from students through self-recorded text plots and used team-based answers to train the students with expression and independent thinking ability. The different arts types would result in different senses stimulated and relatively different abilities of training.
Nonetheless the similarity was to enhance the impression of experience.
Learning sheets can support the boosting of learning interests but not the improvement on overall learning effectiveness
It was discovered from the learning sheets recovered from the students and the interview of the team-teaching teachers, the change of past teaching model with implementation of different arts types to subject curriculum can impose positive impact on the learning interests of students. Nonetheless since the students were too young without judgment ability, the time for teachers to prepare, the amount of executions and executing time were all
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adopted basic learning sheet questions as data of statistics, such learning sheet after improvement can be used repeatedly in the future.
Recommendation and future development
The study adopted qualitative research method to conduct short-term and extensive investigation on two different arts types, that the teaching method of art infused curriculum was perceived to truly and effectively increase students’ learning interests and that different art types can stimulate the five senses of students. Moreover, the different arts types derived from the cases could be incorporated with the same story-type texts. In particular, the use of innovative media or self-prepared teaching materials in class could enhance the fascination of the teaching curriculum. However, due to the constraint with time and manpower cost at the teaching premise, the relationship between the two cases could not be effectively reviewed in-depth. Although the study discussed two cases concurrently, it did not apply circulation of mobile research to improve nor did it evaluate the teaching effectiveness. The study emphasized on the execution impact of different arts types and the exploration into teaching model, while such deficiency is projected to be supplemented and used in future research.
Moreover, the FTC model proposed by Sandell in 2006, FTC᧤Form, Theme, Contexts᧥a model used for analyzing art works and art teaching, can be referred to as reference on the teaching effectiveness and helps observers to understand art works in-depth or explore the profound meaning of investigating phenomena. Its formula is Art= Form+ Theme+ Contents. FTC users must constantly discuss from the dimensions of formality, theme and context᧤Sandell, 2006᧥. In sum of the above, the conclusion of the study was drawn and proposed through the following 5 suggestions:
Design a subject curriculum based on arts or sense cultivation
It had been discovered from the communication and implementation process of the two cases that prior to the implementation of arts infused curriculum, a specific Mandarin course would be chosen for arts infused curriculum before seeking for art types that could be implemented. However from the perspective of arts or when prioritizing the cultivation of students’
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senses as the foremost important objectives and followed by seeking implementable curriculum category or content, such implementation results in comparison with the implementation results of the case could somewhat differ.
Develop multi-senses or multi-arts types for art infused curriculum
Most of the cases involving arts infused curriculum only use one art type without connection with other curriculum content using other art types. The study suggests the development of arts infused curriculum containing multiple art types or multiple senses instead of implementing only one art type.
Develop a learning effectiveness scale for student evaluation
The study applied qualitative method to discuss the teaching process implementing arts infused curriculum, comprising participants from elementary 4th graders. However due to the students were too young and the execution period was too short, the real learning effectiveness of students could not be measured. Hence, the study expects to exclude various factors and develop the learning sheet that can evaluate the real thoughts of students or compare the students before and after the test, prior to obtaining the real learning effectiveness evaluation.
Design a set of teaching model template for arts infused curriculum
In the teaching design for arts infused curriculum that has been executed, most executing teachers design and implement this curriculum individually or by group while the teaching tools and teaching process used in the curriculum were only used once. Nonetheless the integration of these executed teaching processes can be developed into one teaching model as reference for teachers intending to execute or can re-utilize these teaching tools. Consequently this set of arts infused curriculum teaching model will be repeatedly used in the future.
The Case Study of Two Types of Arts Infused Curriculum:
Painting and Music
In view of the research results, although arts infused curriculum often applied “gaming” as supplementary approach, teachers must be equipped with exceptional viewpoints and master the interdisciplinary core concepts before guiding participating students through activities or gaming process.
Teachers must also often remind and guide students into the core of arts infused curriculum in addition to constantly emphasizing arts types through the guiding process. Teachers are further expected to uphold the basic concept of arts infused curriculum and not to confuse art’s gaming and arts infused curriculum.
The comparison of the cases on two different arts types showed the following: Painting and music teachers contacting arts infused curriculum for the first time had a very profound perception and this curriculum not only stimulated the teaching enthusiasm in teachers and even perceived arts as more than one performance but can also be used as a teaching tool to transform the meaning of arts. The observation records of the study also showed that team-teaching teachers executing for the first time and team-teaching teachers with execution experiences had different approach to acceptance and communication, that team-teaching teachers with execution experience tended to substantially increase the acceptance and were willing to release and let art teachers to execute. For the students, arts infused curriculum simplified the learning process with more fun and acceptance while students learn the capability of interdisciplinary integration.
The education scale in Taiwan is slowly declining due to the trend in low-birth rate, reduces number of students per class, number school classes and even the gradual expansion or urban-suburban educational gap. These factors lead to the new trends of Taiwan’s current education and will have more possibility and future development when incorporated with new teaching methods. Finally, we hope to continue promoting arts infused curriculum even through one or two teachers’ impact. We look forward to enhancing the promotion and execution of domestic arts infused curriculum through the discussion on different arts type based teaching as future academic and teaching reference.
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Acknowledgements: We are grateful to all study participants for their contributions. This study was funded by the National Science Council, Taiwan. (NSC 103-2410-H-224 -026 -)
Appendix
The situation of executing arts infused curriculum
Painting teacher
Comparative structure of text and visualized flashcards
Using bamboo stick and scrapping paper
Students shared their works Music
teacher
Separated students into 5
groups The situation of music
teacher Students shared their Ideas
Source: this study
The teaching tools of executing arts infused curriculum
Painting teacher
bamboo stick scrapping paper visualized flashcards Imagination Cover Music
teacher The self-recording text plots of music teacher and teaching assistants Links of non-music file:
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