台灣教育創新模式之探討：兩個表演藝術教育破壞性創新實例 - 政大學術集成

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(1)立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(2) Albanese(. ( ii(. ! ! An!Education!Innovation!Model!for!Taiwan:! Two!Examples!of!Disruptive!Innovation!in! Performing!Arts!Education! ( ( Thesis(( in#pursuit#of#a# Masters(in(Development(Studies( from#the# Graduate(Institute(of(Development(Studies(( in#the#( College(of(Social(Sciences( at# National(Chengchi(University(( in# Taipei,(Taiwan( ( ( ( ( Dale(Albanese( Graduate(Institute(of(Development(Studies( National(Chengchi(University( ( Advisor:( Dr.(JingEJyi(Wu( Endowed(Chair(in(Creativity( Center(for(Creativity(and(Innovation(Studies( National(Chengchi(University( ( ( ( ( ( ( ( August(2012( (. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. (. Ch. engchi. i n U. v.

(3) 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v.

(4) 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v.

(5) Albanese(. ( i(. Abstract! ( In(recent(years,(creativity(in(education(has(received(increased(attention(from( gatekeepers(E(the(business(leaders,(scholars,(policyEmakers,(and(educators(–(around( the(world.(There(is(also(growing(acceptance(in(the(academic(and(educational(worlds( that( “creativity( can( be( taught.”( Thus( it( is( now( crucial( to( pursue( culturally( and( socially(appropriate(models(for(implementing(creativity(education.(( Encountering(and(studying(the(arts(is(an(important(approach(to(developing( creativity.( However,( when( traditional( formal( education( systems( are( unable( to( provide( an( equal( platform( for( encountering( the( arts,( relevant( gatekeepers( must( come(up(with(new(solutions.(Christensen,(Johnson,(&(Horn((2008;(2011)(write(that( traditionally,(educational(innovation(has(relied(on(sustaining(innovation,(which(they( hold( is( insufficient( for( new( educational( demands( today.( They( propose( instead( a( model(of(disruptive(innovation(for(education,(which(has(greater(potential(impact(on( the(education(system,(to(help(close(the(gap(between(educational(ideals(and(practice.( Leadbeater( and( Wong( (2010)( further( categorize( innovations( in( either( formal( or( informal(educational(settings.( This( study( examines( two( cases( of( disruptive( innovation( in( performing( arts( education( from( Taiwan:( Paper( Windmill( Theatre’s( First# Mile,# Kid’s# Smile# 319# Townships# Art# Project# program( and( the( UETheatre( Performing( Arts( Class( at( Taipei( Jingwen( High( School.( The( research( methods( employed( include( document( analysis,( inEdepth(interviews,(and(observations.(The(research(findings(conclude(that(the(319( Project's( disruptive( innovation( model( for( informal( education( provided( children( in( remote(locations(with(opportunities(to(encounter(the(arts,(making(a(positive(impact( on(their(lives.(The(disruptive(innovation(model(for(formal(education(used(by(the(UE Theatre( Performing( Arts( Class( gave( students( with( interests( and( potential( in( performing(arts(a(channel(for(their(abilities,(both(helping(them(develop(their(artistic( interests(and(talents(and(enter(university.( ( Keywords:(Educational(Innovation,(Disruptive(Innovation,(Education(in(Taiwan,(UE Theatre,( Paper( Windmill( Theatre( 319( Townships( Art( Project,( Creativity,( Art( Education( ( (. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. (. Ch. engchi. i n U. v.

(6) Albanese(. ( ii(. Chinese!Abstract!. 立立. •‧ 國. •‧ sit. n. er. io. al. y. !. Nat. !. ㈻㊫學. (. 政治大. (. Ch. engchi. i n U. v.

(7) Albanese(. ( iii(. (. Table!of!Contents! ! An!Education!Innovation!Model!for!Taiwan:! Two!Examples!of!Disruptive!Innovation!in!Performing!Arts! Education! ! Dale!Albanese! ( Abstract!........................................................................................................................................!i( Chinese!Abstract!......................................................................................................................!ii( Table!of!Contents!...................................................................................................................!iii( Acknowledgements!.................................................................................................................!v( Notes!...........................................................................................................................................!vi( A#Few#Notes#on#Interview#Quotations#.........................................................................................................#vi( Two#Notes#on#Chinese#Names#..........................................................................................................................#vi( Chapter!1!....................................................................................................................................!1( Introduction#F#Creativity:#the#Response#to#Change#.................................................................................#1( The#Case#for#Creativity:#Research#Motivation#and#Justification#.......................................................#3( Politics,(Soft(Power,(and(the(New(Role(of(Culture(.......................................................................................(4( Social(Problems(Demanding(Imaginative(Solutions(...................................................................................(6( The(Creative(Evolution(of(the(Innovation(Economy(...................................................................................(8( Cultural(and(Creative(Industries:(The(“Final(Frontier”(.............................................................................(9( Creativity,#Education,#and#the#Arts#.............................................................................................................#14( The(Expanded(Role(of(Creativity(in(Education(............................................................................................(14( Arts(Education(for(Innovation(and(Creative(Citizens(...............................................................................(15( Economic(Significance(of(Supporting(the(Arts(............................................................................................(17( Ethical(Significance(of(Supporting(the(Arts(..................................................................................................(18( Educational(Significance(of(Supporting(the(Arts(........................................................................................(19( Research#Questions#and#Goal#of#the#Study#...............................................................................................#21( Chapter!2!.................................................................................................................................!23( Literature#Review#...............................................................................................................................................#23( What(are(Sustaining(and(Disruptive(Innovations?(....................................................................................(23( How(Do(We(Categorize(Innovation(in(Terms(of(Education?(.................................................................(25( Why(Do(Schools(Need(Disruptive(Innovation?(............................................................................................(29( What(is(the(Status(of(Creativity(Education(in(Taiwan?(............................................................................(31( Chapter!3!.................................................................................................................................!37( Research#Plan#and#Methodology#..................................................................................................................#37( Research(Plan(............................................................................................................................................................(37( Research(Methodology(..........................................................................................................................................(39( Theoretical(Approach:(The(Need(for(Qualitative(Study(..........................................................................(45( A(Note(to(Place(the(Researcher(..........................................................................................................................(46( Chapter!4!.................................................................................................................................!48( Paper#Windmill#Theatre’s#First#Mile,#Kid’s#Smile:#319#Township#Children’s#Art#Project#....#48( Paper(Windmill(History(and(Introduction(....................................................................................................(49(. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. (. Ch. engchi. i n U. v.

(8) Albanese(. ( iv(. First#Mile,#Kids#Smile:#319#Children’s#Art#Project#.................................................................................#51( The(UrbanERural(Cultural(Divide(......................................................................................................................(52( Civilian,(Not(Government,(Support(...................................................................................................................(55( Agency(through(Creative(CrowdEFunding(.....................................................................................................(57(. Communities#that#Care#for#the#Arts#............................................................................................................#61( Bringing(Theatre(to(the(Masses(.........................................................................................................................(61( Influence(within(the(Family(.................................................................................................................................(66( Influence(within(the(Community(.......................................................................................................................(68( Influence(in(Expanding(Community(.................................................................................................................(73( Influencing(Perception(of(Arts(and(Arts(Education(...................................................................................(81( Challenges(as(a(Model(............................................................................................................................................(83(. Chapter!5!.................................................................................................................................!85( Jingwen#High#School#UFTheatre#Performing#Arts#Class#.....................................................................#85( Context#and#Motivation#for#Development#................................................................................................#87( UETheatre(Motivation(.............................................................................................................................................(87( Parental(Motivation(................................................................................................................................................(89( Private(School(Motivation(....................................................................................................................................(90( Target(Students(.........................................................................................................................................................(92( Disruptively#Innovative#Curriculum,#Philosophy,#and#Methods#.....................................................#96( The(UETheatre(Way(of(Life(...................................................................................................................................(98( The(UETheatre(Philosophy(...................................................................................................................................(99( Philosophy(in(the(Classroom:(play(.................................................................................................................(103( Broader(Curriculum:(technology(....................................................................................................................(104( Difficulties(with(Breadth:(problemFsolving(.................................................................................................(109( Normal(Academic(Courses(................................................................................................................................(111( The(Role(of(the(Performing(Arts(Teacher:(paraFteachers(....................................................................(113( Performing(Arts(in(Four:(alternative#activities(&(places(.......................................................................(114( Assessment(..............................................................................................................................................................(116( Three(Year(Plan(and(Beyond:(productive(....................................................................................................(118( Performance(Experience:(productive(&(problemFsolving(.....................................................................(121( Financial(and(Administrative(Issues(.............................................................................................................(125( Outcomes#of#UPAC#Innovations#.................................................................................................................#126( College(Admittance(and(Performance(..........................................................................................................(126( Developing(Individual(Interests:(pullFsystem(............................................................................................(129( Creating(a(Cohort(and(Developing(Teamwork:(peerFtoFpeer(.............................................................(133( Focus(for(Youthful(Energy:(productive(........................................................................................................(136( SelfEconfidence(and(SelfEAwareness:(play(..................................................................................................(138( Chapter!6!...............................................................................................................................!141( Conclusion#...........................................................................................................................................................#141( Discussion(................................................................................................................................................................(141( Limitations(of(Research(......................................................................................................................................(143( Future(Research(.....................................................................................................................................................(144( References!............................................................................................................................!146( English#References#..........................................................................................................................................#146( Chinese#References#..........................................................................................................................................#156( Appendix!...............................................................................................................................!158( Appendix#A:#Interview#Form#.......................................................................................................................#158( Appendix#B:#Interview#Sample#...................................................................................................................#159( Sample(of(interview(with(Liu(RuoEyu(...........................................................................................................(159(. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. (. Ch. engchi. i n U. v.

(9) Albanese(. ( v(. Acknowledgements!. ( The(author(would(like(to(extend(special(gratitude(to(all(of(the(interview(subjects(for( their(generous(time(and(insight.( ( Thank( you( to( the( staff,( administrators,( instructors,( and( professors( of( the( Graduate( Institute( of( Development( Studies( at( National( Chengchi( University( for( sharing( their( knowledge( and( always( providing( full( support( during( the( undertaking( of( this( master’s(degree(study.(( ( Special( thanks( are( extended( to( the( thesis( proposal( defense( committee:( National( Taipei( University( of( Education( Department( of( Education( Associate( Professor( Lin( WeiEwen(( ),(National(Chengchi(University(Graduate(Institute(of(Development( Studies( Chair( Professor( Wang( JennEhwan( ( ),( and( National( Chengchi( University(Center(for(Creativity(and(Innovation(Studies(Endowed(Chair(in(Creativity,( Professor(Wu(JingEJyi(( ).(( ( Special( thanks( as( well( to( the( thesis( oral( defense( committee:( National( Taipei( University(of(Education(Department(of(Education(Associate(Professor(Lin(WeiEwen( ( ),( National( Chengchi( University( Graduate( Institute( of( Development( Studies( Assistant( Professor( Wei( MeiEchuan( ( ),( National( Chengchi( University( Center( for( Creativity( and( Innovation( Studies( Endowed( Chair( in( Creativity,( Professor( Wu( JingEJyi.(( ( The( excellent( comments,( criticisms,( guidance,( and( encouragement( of( both( committees( helped( to( inform( and( improve( this( paper.( Any( and( all( shortcomings( belong(solely(to(the(author.( ( Thank(you(to(the(Taiwanese(Ministry(of(Education(for(financial(support(in(the(form( of( a( twoEyear( Taiwan( Scholarship( to( pursue( this( master’s( degree.( Their( generosity( provided(an(opportunity(to(focus(exclusively(on(the(pursuit(of(this(degree.(Further( thanks( to( the( National( Chengchi( University( Center( for( Creativity( and( Innovation( Studies( for( housing( me( for( most( of( the( writing( process( and( for( providing( a( stimulating(academic(environment.( ( Thank( you( to( the( support( of( my( Taiwanese( family( and( friends.( Their( love( and( friendship( makes( this( time( in( Taiwan( a( joy( and( reinforces( a( strong( connection( to( Taiwan.( ( Most( of( all( thank( you( to( the( Endowed( Chair( in( Creativity( at( National( Chengchi( University(and(academic(advisor(for(this(research,(Professor(Wu(JingEJyi.(Professor( Wu’s(positive(influence(in(Taiwanese(academic,(social,(and(cultural(circles(is(beyond( estimation,(as(is(his(impact(on(the(author’s(professional(and(personal(development.( This(impact(will(be(felt(daily(throughout(this(life.(. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. (. Ch. engchi. i n U. v.

(10) Albanese(. ( vi(. Notes! A#Few#Notes#on#Interview#Quotations#. All( quotations( taken( from( interview( subjects,( unless( otherwise( noted( (such( as( if( quoted( in( other( publications),( are( from( single( interviews( with( each( subject.( These(interviews(are(listed(in(the(methodology(section(with(dates.(Most(quotations( have( been( incorporated( into( the( text,( and( so( for( streamlined( reading,( they( are( not( parenthetically( cited.( In( each( case( the( speaker( is( referenced( in( the( same( or( preceding(sentence.( Further,( quotations( have( been( adapted( to( the( grammatical( needs( of( the( sentence,(with(changes(to(direct(quotations(indicated(with(bracket,(i.e.,([].(A(bracket,( in( addition( to( containing( subject( clarification( or( an( expanded( description,( may( simply( change( grammatical( tense( or( represent( an( omission( from( the( full( length( of( the(original(quote.( Finally,(with(the(exception(of(Harrison,(all(of(the(interviews(were(conducted( in( Chinese.( They( were( then( translated( by( the( researcher,( and( reconfirmed( by( a( native(Chinese(speaker.(While(I(am(confident(in(the(veracity(of(the(translations,(any( inaccuracies(are(the(fault(of(the(researcher.(I(am(aware(that(while(accurate(intention( is(conveyed(with(these(translations,(the(speakers’(original(eloquence(and(style(may( have( been( lost( in( translation.( All( interview( subjects( were( articulate( and( characteristic(in(conveying(their(stories(and(though(I(strived(the(utmost(to(convey( the(full(emphatic(tone(of(the(subjects’(words,(the(reproduction(still(falls(short.(( !. 政治大. 立立. •‧. •‧ 國. ㈻㊫學. y. Nat. Two#Notes#on#Chinese#Names##. sit. n. al. er. io. Regarding( Romanization,( where( available,( preferred( English( spellings( of( Chinese( names( were( used,( otherwise( HanyuEPinyin( was( selected( as( the( Romanization( method.( For( example,( the( name( of( Taiwan’s( former( president,( President( Lee( TengEhui( ( )( is( widely( published.( Though( the( pinyin( spelling( would(be(Li(DengEhui,(the(former(would(be(used.( Regarding(ordering,(as(Chinese(names(are(written(with(the(family(name(first,( there(is(often(confusion(about(the(proper(order(in(English(texts.(Alternatives(include( reversing( the( name( or( placing( the( family( name( first( but( including( a( comma( afterwards.(In(this(text,(the(names(are(consciously(written(as(they(are(pronounced( in(Chinese(with(the(family(name(followed(by(given(name((most(often(two(syllables( hyphenated).( This( is( the( same( method( used( by( the( New# York# Times,( such( as( in( reporting(on(Taiwan’s(current(president,(President(Ma(YingEjeou(( ).(( (. (. Ch. engchi. i n U. v.

(11) Albanese(. ( 1(. Chapter!1!! (. You#can’t#have#creativity#unless#you#leave#behind#the#bounded,#the#fixed,#all#the# rules.#[And#life#becomes]#harmonious,#centered,#and#affirmative.# EJoseph(Campbell([Bill(Moyers](. Introduction#F#Creativity:#the#Response#to#Change# (. The( world( is( changing,( and( rapidly( so.( Some( say( we( are( entering( the( Asian(. 政治大. century( (Mahbunani,( 2008)( or( at( least( a( multiEpolar( century( (Dollar,( 2007).(. 立立. Financial( crises( and( globalization( influence( shifting( economic( and( political( power(. •‧ 國. ㈻㊫學. structures.( Social( networking( and( technology( give( voice( to( new( groups,( banding( from( the( bottomEup;( since( the( beginning( of( this( decade( years( we( have( already(. •‧. witnessed( the( Arab( Spring( (Dunn,( 2011)( and( the( Occupy( Movement( (Trundell,(. sit. y. Nat. 2012).( It( is( a( world( of( decreased( security( and( increased( possibility.( Globalization(. n. al. er. io. offers( greater( social( awareness( and( greater( cultural( uncertainty( (Grierson,( 2008),(. i n U. v. while(environmental(issues(seem(more(pressing(than(ever.(. Ch. engchi. How( does( a( nation( creatively( and( innovatively( face( these( challenges?( The( answer(is,(quite(simply,(with(the(creativity(of(its(citizens.(To(dance(in(harmony(with( change,(we(look(to(culture(to(lead(political(influence,(innovative(and(creative(talent( to( provide( the( tempo( for( the( economy,( and( imagination( to( execute( a( vision( of( a( better( society.( It( does( not( matter( where( these( abilities( –( cultural,( creative,( innovative,( and( imaginative( –( are( learned( but( that( we( recognize( they( are( learned( abilities.(Education(in(all(guises(E(formal(and(informal,(in(public(classrooms,(at(home,(. (.

(12) Albanese(. ( 2(. or(in(the(park,(through(teacher,(neighbor,(mother,(or(friend(–(is(the(key(to(individual,( national,(and(global(development.( Yet( education( as( it( exists( now( does( not( meet( these( demands.( Rather( than( being(studentEcentered,(individualEaffirming,(and(confidenceEbuilding,(students(are( placed(through(a(system(that(has(been(likened(to(a(factory((Tyack(&(Cuban,(1995),( fails( to( meet( individual( needs( (Christensen,( Johnson,( &( Horn,( 2011),( and( is( perceived( as( not( preparing( students( for( employment( (America’s( Promise( Alliance,(. 政治大. 2007).1(In(addition,(educational(opportunities(are(not(equally(accessible(throughout( society.(. 立立. •‧ 國. ㈻㊫學. We(overcome(this(with(innovations(that(place(students(and(their(individual( needs(at(the(center((Farnes,(1975;(APA,(1997;(Henson,(2003)(of(both(formal(school(. •‧. curricula(and(education(in(the(community,(and(by(expanding(access(to(educational(. sit. y. Nat. opportunities.( This( paper( focuses( on( two( unique( cases( of( disruptively( innovative(. io. al. er. education( in( Taiwan.( Specifically,( these( cases( give( students( opportunities( to(. n. creatively( participate( in( and( learn( from( performing( arts( in( unprecedented( ways.( Disruptive( innovation( in(. v i n Ch delivering( e n gstudentEcentered( chi U. arts( education( has(. implications(for(nurturing(the(creative(talent(a(country(needs.( By( looking( at( how( these( examples( might( help( to( overcome( these( shortcomings(in(Taiwan,(this(research(illustrates(the(need(for(and(appropriateness( of( innovation( in( education( to( help( produce( creative( and( imaginative,( sociallyE (((((((((((((((((((((((((((((((((((((((((((((((((((((((( 1(Though(these(examples,(and(many(others,(refer(to(the(U.S.(education(system,(the(concepts( of(innovation(and(the(global(influences(that(increase(the(demand(for(creative(and(innovative( students( could( be( universally( applied.( For( Taiwan,( specifically,( the( model( should( be( appropriate,(as(the(education(system(is(primarily(modeled(after(the(U.S.((Wu,(Chen,(&(Chen,( 1989).(. (.

(13) Albanese(. ( 3(. responsible(children.(Children(educated(as(such(are(more(likely(to(be(the(confident,( community(and(civicEminded(individuals(that(will(provide(the(creative,(innovative,( and( imaginative( solutions( to( problems( within( their( local,( national,( and( global( communities.( The(paper(proceeds(as(follows.(The(rest(of(Chapter(1(explains(the(motivation( for(this(research(–(as(based(on(political,(social,(and(economic(changes(and(challenges( facing( Taiwan( and( the( world( E( and( justifies( both( the( research( and( the( need( for(. 政治大 of(innovation(and(the(cultural(and(creative(industries(as(sources(of(future(economic( 立立 creativity(education(and(arts(education.(Special(attention(is(called(to(the(importance(. •‧ 國. ㈻㊫學. growth.(An(argument(is(then(made(for(the(use(of(arts(education(as(a(means(of(facing( these(challenges.(Chapter(2(is(a(literature(review(of(a(significant(analytical(model(for(. •‧. innovation(in(education(and(an(introduction(to(the(concept(of(disruptive(innovation(. sit. y. Nat. and( its( implications( for( education.( These( models( provide( the( categorical( and(. io. al. er. analytical( frameworks( for( examining( the( two( cases( of( creativity( innovation.( This( section( also( contains( a( brief( overview( of( creativity( education( policy( in( Taiwan.(. n. v i n Ch Chapter(3(outlines(the(methodology(and(research(plan,(and(offers(a(note(to(place(the( engchi U. researcher.( Chapter( 4( and( 5( are( the( two( case( studies( of( disruptive( innovation( in( education,( respectively( in( informal( and( formal( learning( settings.( Chapter( 6( is( a( conclusion(that(discusses(the(findings,(points(out(some(limitations(of(the(research,( and(points(towards(areas(of(future(research.(. The#Case#for#Creativity:#Research#Motivation#and#Justification# This(proposal(begins(with(an(argument(for(the(increasing(value(of(creativity( in(our(world(and(in(the(context(of(national(development.(Politically,(culture(–(which( (.

(14) Albanese(. ( 4(. is( ultimately( a( form( of( expressed( identity( by( the( individual,( even( if( in( a( group( context(E(has(been(given(new(value(in(light(of(soft(power.(Socially,(challenges(such(as( widening( inequality( and( aging( societies( demand( increasingly( creative( problemE solving(skills.(Economically,(fluctuating(global(production(chains,(and(the(challenge( presented( to( postEindustrial( societies( developing( a( knowledgeEbased( economy,( require( both( increased( innovative( capacity( and( the( creation( of( new( industries,( especially(within(the(cultural(and(creative(industries(categories.((Specific(attention(is(. 政治大 then( contextualizes( creativity( within( the( increased( attention( it( has( received( in( 立立 drawn( to( why( these( factors( are( especially( pertinent( in( Taiwan( today.( The( chapter(. •‧ 國. ㈻㊫學. academic,( business,( and( political( circles,( and( finally( provides( evidence( for( the( appropriate(fit(of(arts(education(as(a(tool(for(the(task(of(fostering(creativity.(. •‧. Politics,!Soft!Power,!and!the!New!Role!of!Culture!. Nat. sit. y. Globalization( and( technology( are( reshaping( global( networks( in( trade,( and(. n. al. er. io. communication,( while( many( nations( have( developed( rapidly( over( the( last( few(. i n U. v. decades,( such( as( the( BRICs( (Brazil,( Russia,( India,( and( China).( The( “alphabet( soup”(. Ch. engchi. (Feigenbaum,( 2009)( of( bilateral( and( multilateral( trade( agreements( –( NAFTA,( EEC,( AFTA,(MERCOSUR,(etc.(E(reflects(the(increasing(complexity(of(relationships(between( nations((Krishna,(2011)(as(does(the(transnationalism(emerging(from(the(rapid(rise( in(multinational(corporations((Preda,(2008).(We(thus(have(the(twin(phenomenon(of( shifting(global(power(and(increasing(economic(interdependencies.( In(this(transition(of(power,(the(world(looks(to(bodies(like(the(UN(to(promote( global(stability.(For(example,(in(March(2012,(the(International(Criminal(Court((ICC)( issued(its(first(verdict,(regarding(war(crimes(charges(against(the(Congolese(Thomas( (.

(15) Albanese(. ( 5(. Lubanga( Dyilohe( (ICCECPI,( 2012),( representing( a( trend( towards( transnationalism( that(will(likely(only(grow.(Some(go(as(far(as(to(argue(we(are(in(the(midst(of(a(shift(to( a(transnational(world(order((Kobrin,(2011).( Assuming(that(increased(economic(and(institutional(interdependencies(raise( the( opportunity( costs( of( armed( conflict,( influence( in( the( 21st( century( will( be( dependent( on( different( power( dynamics,( such( as( soft( power.( Traditionally( used( in( diplomacy( as( a( term( for( exerting( diplomatic( influence,( Joseph( Nye( defines( soft(. 政治大 “coEopts(people(rather(than(coerces(them”((Nye(&(Wang,(2009:(18),(and(for(Nye,(a( 立立. power(as(“getting(other(countries(to(want(the(outcomes(that([you](want.”(Soft(power(. •‧ 國. ㈻㊫學. country’s(soft(power(is(embedded(in(the(“(attractiveness(of(its(culture,(the(appeal(of( its( domestic( political( and( social( values,( and( the( style( and( substance( of( its( foreign(. •‧. policies”( (Nye,( 2004).( Thus( culture( is( increasingly( recognized( as( a( force( in( politics(. sit. y. Nat. and( a( powerful( tool( in( the( diplomatic( handbag.( The( concept( is( prevalent( in( recent(. io. al. er. academic(and(political(discourse((Wang,(2008),(even(making(it(into(U.S.(.Secretary(of( State( Hilary( Clinton’s( confirmation( speech( in( 2009( as( part( of( a( strategy( for( “smart(. n. v i n Ch power”(–(a(combination(of(hard(and(soft(power((Etheridge,(2009).( engchi U. While(Nye’s(concept(applied(strictly(to(foreign(policy,(Taiwan’s(academic(and( political(circles(have(a(broader(interpretation,(including(the(use(of(coEoptive(power( to(“change(others’(preferences(through(persuasion”((Wang,(2008:(427).(Lin(BihEjaw,( former( deputy( secretaryEgeneral( of( Taiwan,( for( example,( uses( it( to( cover( anything( that( can( increase( national( attractiveness,( even( in( situations( beyond( diplomatic( applications,(covering(“culture,(political(system,(openness(of(the(information(society,(. (.

(16) Albanese(. ( 6(. education,( ideology,( economic( models,( economic( competitiveness,( IT( innovation,( foreign(investment(and(international(aid”((Wang,(2008:(431).( During(a(Wall#Street#Journal(interview,(President(Ma(YingEjeou(indicated(that( the( Taiwanese( “depend( very( much( on( the( soft( power( of( Taiwan…to( engage( the( Chinese(mainland”((Hook,(2009).(Political(pressure(and(military(threats(from(China( have(long(influenced(Taiwan’s(development.(Weiss((2003)(goes(as(far(as(to(say(that( Taiwan’s( “public( purpose”( (264)( is( entirely( based( on( geopolitical( pressure( from(. 政治大 and( passive( strategy( for( engaging( China( and( the( world.( This( is( implicitly( stated( by( 立立 ChinaEproduced(international(isolation.(Thus(cultural(soft(power(is(a(nonEaggressive(. •‧ 國. ㈻㊫學. the( Council( for( Cultural( Affairs( as( they( mark( China( a( key( market( for( Taiwanese(. cultural(exports(via(the(cultural(and(creative(industries((Council(for(Cultural(Affairs,(. •‧. 2009).(. sit. y. Nat. Naturally( used( for( different( agendas,( soft( power( is( recognized( across( party(. io. al. er. lines(as(an(indispensible(diplomatic(and(political(tool.(As(culture(is(the(basis(of(soft( power,( educational( programs( that( instill( a( strong( sense( of( cultural( awareness( and(. n. v i n C hrepresent( culture(Uare( of( crucial( value( in( today’s( the( ability( to( creatively( remix( and( engchi political(economy.( Social!Problems!Demanding!Imaginative!Solutions! Joel( Cohen’s( article( in( the( September( 2005( issue( of( Scientific# American( outlines( three( significant( events( of( the( last( decade( that( represent( global( demographic(challenges.(First,(he(predicted,(in(line(with(urbanization(trends,(that(by( 2007( the( majority( of( humans( will( live( in( the( city.( This( leaves( the( majority( of( humanity( dependent( on( a( small( minority( for( food( production.( Second,( since( 2003,( (.

(17) Albanese(. ( 7(. the( average( woman( has( had( children( at( or( below( the( replacement( level.( While( improved( education( reduces( unwanted( pregnancies( and( improved( healthcare( has( expanded( life( expectancy,( these( trends( also( increase( the( anticipated( dependency( ratio,( as( fewer( children( now( means( fewer( workingEage( adults( to( take( care( of( the( elderly( later.( Third,( from( the( year( 2000( the( elderly( have( outnumbered( the( young.( These(situations(give(rise(to(a(number(of(important(social(challenges.( Taiwanese(society(currently(faces(these(challenges,(with(an(aging(population,(. 政治大 the( world,( (Jennings,( 2011),( dropping,( despite( government( offers( of( stipends( and( 立立. low(birthErate,(and(urbanErural(divide.(In(2010,(Taiwan(had(the(lowest(birthErate(in(. •‧ 國. ㈻㊫學. subsidies( ( (Sui,( 2011)( to( 0.9( from( 1.03( the( year( prior( (Taiwan( Today,( 2010b);( the( replacement(level(is(2.1((Wilson,(2004).(Taiwan(also(has(an(extremely(low(marriageE. •‧. rate( (Kuo,( 2008),( which( is( both( falling( yearly( while( the( number( choosing( not( to(. sit. y. Nat. marry( at( all( is( rising( (Taiwan( Today,( 2010a).( This( is( exasperated( by( an( influx( of(. io. al. er. foreign(spouses((Tsay,(2004;(Liaw,(Lin,(&(Liu,(2011).(Statistics(from(the(Ministry(of(. n. the(Interior(show(that(only(half(of(women(age(20E49(were(married(in(2010,(and(only(. Ch. engchi. 44%(of(men((The(China(Post,(2012).((. i n U. v. On( the( other( side( of( the( hill,( traffic( is( piling( up.( Taiwan’s( elderly( (over( 65)( population(is(currently(11%(of(the(population,(and(is(estimated(to(grow(to(25%(in( 20(years((CNA,(2010).(With(the(national(healthcare(system(already(a(heavy(financial( burden,( for( both( the( state( and( individual( (Piribo,( 2010),( the( aging( population( and( low(birth(rate(will(require(creative(problemEsolving(in(the(future.(Further,(the(rapid( urbanization( that( has( characterized( Taiwan’s( economic( growth( comes( at( the( expense(of(rural(areas((Liu,(Speare,(&(Tsay,(1988;(Yu,(Torri,(Mori,(&(Yeh,(2002;(Chou(. (.

(18) Albanese(. ( 8(. &( Chang,( 2008).( Taiwan,( like( developed( nations( around( the( world( (e.g.,( Acemoglu,( 2003;( Jaumotte,( Lall,( Papageorgiou,( 2008),( must( also( deal( with( rising( inequality( (Meer(&(Adams,(2006;(Chen,(2008;(Kuo,(2008).( Thus( Taiwan( faces( a( number( of( social( challenges( that( require( creative( and( imaginative(solutions.(Creativity,(imagination,(and(problemEsolving(skills(should(be( at(the(core(of(national(educational(policy.(Further,(programs(that(reinforce(a(sense( of(interdependence(and(belonging(to(a(greater(social(community(will(likely(produce(. 政治大 of( ( community( (Stevenson( &( Deasy,( 2005).( Additionally,( education( should( be( the( 立立. more(civicEminded(students.(The(arts(are(particularly(conducive(to(building(a(sense(. opportunities(for(all.(. The!Creative!Evolution!of!the!Innovation!Economy!. •‧. •‧ 國. ㈻㊫學. universal( bridge( across( economic( and( social( gaps,( providing( accessible(. Nat. sit. y. Schumpeter’s( evolutionary( economics( recognizes( the( “creative( destruction”(. n. al. er. io. inherent(in(capitalism((Elliott,(1980:(46).(Many(developed(nations(around(the(world(. i n U. v. are( ferrying( a( channel( from( manufacturingEbased( economies( to( the( knowledgeE. Ch. engchi. economy,( relying( on( innovation( to( ford( the( waters.( Innovative( capacity( is( an( increasingly( important( metric( around( the( world( such( as( in( innovation( and( entrepreneurship( rankings( in( the( World( Economic( Forum’s( Global#Competitiveness# Report#(Blanke,(2006),(the(Innovation(Capacity(Index(used(in(the(business,(academic,( and(social(entrepreneur(prepared(Innovation#for#Development(Report#(LopezEClaros( &( Mata,( 2009),( and( The#Global#Innovation#Policy#Index#(Atkinson,( Etzell,( &( Stewart,( 2012)( from( the( Kauffman( Foundation( and( the( Information( Technology( and( Innovation(Foundation((ITIF).( (.

(19) Albanese(. ( 9(. Taiwan(scores(in(the(top(tier(in(both(The#Global#Innovation#Policy#Index(and( The#Innovation#for#Development#Report#based(on(the(Innovation(Capacity(Index,(both( of(which(praise(Taiwan’s(policies(and(level(of(technology(adoption.(Others(do(note,( however,( that( this( capacity( is( based( on( quick( adoption( and( design( manufacturing( services,( rather( than( original( brand( manufacturing( (OBM;( Wang,( 2010).( This( is( important( because( Taiwan,( as( a( postEindustrial( society,( should( rely( on( OBM( and( highEvalue( added( service( industries,( such( as( marketing( or( management( (Gereffi,(. 政治大 (SMEs),(which(rely(heavily(on(individual(creativity(and(venture(or(seed(capital,(the( 立立 1999).( There( are( also( limitations( in( developing( smallE( and( mediumEenterprises(. •‧ 國. 2009).(. ㈻㊫學. latter(perceived(as(being(nearly(nonexistent(in(Taiwan((Council(for(Cultural(Affairs,(. •‧. As( innovation( literature( commonly( begins( defining( innovation( based( on(. sit. y. Nat. Schumpter’s( “news”( (new( products( and( processes,( organizational( forms,(. io. al. er. applications( of( old( technology,( new( resources,( and( new( markets;( Niosi,( Saviotti,( Bellon,(&(Crow,(1993),(the(creation(of(novel(ideas(is(at(the(heart(of(innovation.(While(. n. v i n C can( enhance( group( providing( creative( environments(h e n g c h i Uand( organizational( creativity( (e.g.,( Amiable,( 1983),( groups( still( require( the( capable( and( active( participation( of( individuals.(For(Taiwan(to(maintain(its(status(as(an(innovative(country,(as(well(as(to( move( into( ownEbrand( manufacturing,( Taiwan( must( begin( by( strengthening( the( workforce(with(students(emerging(from(an(education(system(that(values(creativity.( Cultural!and!Creative!Industries:!The!“Final!Frontier”!. Though( a( contested( term( (Brinkley,( 2006),( in( its( broadest( sense( the( knowledge(economy(refers(to(the(phenomenon(of(knowledge,(not(natural(resources,( (.

(20) Albanese(. ( 10(. physical( capital,( or( labor,( at( the( core( of( economic( growth( (OECD,( 1996).( More( narrowly( defined,( we( can( view( the( knowledge( economy( as( “economy( where( knowledge( is( at( the( heart( of( value( added”( (Kok( Report,( 2004:( 19).( Another( substantial(area(for(growth(in(developing(and(newly(developed(economies(is(in(the( service( sector( (Memedovic( &( Iapadre,( 2010).( It( has( been( dominant( (52%( of( the( world)( since( 1970,( and( reached( 68%( in( 2005,( though( there( was( a( decline( in( the( latter( half( of( the( past( decade( (Memedovic( &( Iapadre,( 2010).( This( is( an( area( of(. 政治大 The( cultural( and( creative( industries( (CCI)( thrive( in( a( knowledgeEbased( 立立. potential(growth(for(postEindustrial(societies.(. •‧ 國. ㈻㊫學. economy(and(are(closely(tied(to(the(service(sector.(They(have(been(targeted(by(many( postEindustrial(economies(as(places(of(growth.(CCI(emerged(from(the(U.K.(in(the(late(. •‧. 1990’s(with(the(Blair(Labour(government’s(Department(of(Culture,(Media,(and(Sport(. sit. y. Nat. and( their( Creative( Industries( Task( Force.( The( concept( spread( throughout( former(. io. al. er. British( colonial( territories( such( as( the( US,( Australia,( and( New( Zealand,( and( in( the(. n. Asia(region(across(Singapore,(Hong(Kong,(Taiwan,(and(China((Flew(&(Cunningham,(. Ch. engchi. 2010),(as(well(as(into(Korea(and(Japan.(. i n U. v. It( is( a( growing( sector( worth( pursuing.( One( figure( from( the( United( Nations( (UNCTAD,( 2008b)( shows( that( where( the( global( trade( value( of( creative( industries( was( 234.8( billion( USD( in( 1996,( the( value( reached( 445.2( billion( ten( years( later.( National( policies( worldwide( reflect( this( trend.( There( was( the( European( Union’s( “Creativity( and( Innovation:( European( Year( 2009”( (EUROPA,( 2010),( after( which( Malaysia’s(prime(minister(followed(suit(and(made(2010(the(“Year(of(Creativity(and( Innovation”( as( well( (Razak,( 2010),( while( the( government( of( the( Republic( of( Korea(. (.

(21) Albanese(. ( 11(. has( invested( in( the( development( of( the( Korea( Arts( &( Culture( Education( Service( (KACES,(n.d.).(( What( constitutes( CCI( varies( from( country( to( country( (Flew( &( Cunningham,( 2010),(making(them(difficult(to(quantify.(The(United(Nation’s(Commission(on(Trade,( Aid,( and( Development( holds( that( CCI( contain( a( common( thread( of( “creation,( production( and( distribution…that( use( creativity( and( intellectual( capital( as( primary( inputs”( (UNCTAD,( 2008a:( iv).( This( is( further( broken( down( into( four( categories:(. 政治大 Flew(and(Cunningham((2010)(show(a(growing(consensus,(based(on(UNESCO( 立立. heritage,(arts,(media,(and(functional(creations.(. •‧ 國. ㈻㊫學. reports,(in(the(form(of(a(list(of(ten(areas((publishing(and(literature;(performing(arts;(. music;( film,( video,( and( photography;( broadcasting;( visual( arts( and( crafts;(. •‧. advertising;(design,(including(fashion;(museums,(galleries,(and(libraries;(interactive(. sit. y. Nat. media),(yet(this(represents(only(the(common(elements(of(14(constituencies’(varied(. io. al. er. policies.(Each(of(the(14(still(has(their(individual(list(of(domains;(often(included(are( other(areas(such(as(architecture(and/or(software((Flew(&(Cunningham,(2010).(Asian(. n. v i n Ch policy(shows(that(Hong(Kong(has(11(domains,(Taiwan(13,(South(Korea(14,(Singapore( engchi U more(than(31(in(3(categories,(and(Japan(a(smaller(10((Kong,(Gibson,(Khoo,(&(Semple,( 2004).( However( we( define( them,( and( thus( their( specific( impact,( the( cultural( and( creative(industries(do(have(some(impact(on(the(economy.(The(2008(United(Nations( Conference(on(Trade(and(Development(identified(the(creative(industries(as(the(“key( driver( of( economic( growth”( around( the( world( (UNCTAD,( 2008b).( In( the( urban( studies( literature,( DziembowskaEKowalska( (1999)( discusses( this( value( of( cultural(. (.

(22) Albanese(. ( 12(. and( creative( industries( for,( as( Rana( and( Piracha( (2006)( put( it,( “influencing( urban( economies( and( enhancing( their( competitiveness”( in( “postEindustrial,( serviceE oriented( societies”( (42).( The( same( factors( E( reorganized( global( supply( chains,( productions(patterns,(and(specialization(–(that(make(innovation(important(are(still( major( concerns.( Many( nations( have( outfitted( their( innovation( ships( by( making( life( rafts( of( CCI,( latching( onto( them( for( growth( in( economic( storms( (Wongkampoo,( 2009).(. 政治大 2008:( 6EYear( National( Development( Plan”( (GIO,( 2002).( Of( ten( phases,( three( were( 立立 CCI(development(was(first(included(in(the(Executive(Yuan’s(2002(“Challenge(. •‧ 國. ㈻㊫學. directly( related( to( CCI,2(which( were( defined( as:( cultural( arts( (fine( arts,( performing( arts,( visual( arts,( and( traditional( folk( arts);( design( (applied( cultural( arts( –( e.g.,( pop(. •‧. music,(costume(design,(layout(design,(imaging(and(broadcast(production,(and(game(. sit. y. Nat. software( design);( and( peripheral( industries( (stores,( exhibition( facilities,(. io. al. planning,(and(pop(culture(packaging).(. er. professional( exhibitions,( agencies,( program( planning,( publishing,( advertising(. n. v i n C h CCI( “any( industries( Generally,( Taiwan( considers( e n g c h i U that( have( their( origins( in(. innovation( or( cultural( accretion,( and( which( have( the( potential( to( create( wealth( or( create( jobs( through( the( production( and( utilization( of( intellectual( property,( and( which( can( help( to( enhance( the( living( environment( for( society( as( a( whole”( (SMEA,( 2004).( Challenge( 2008( took( a( multiElevel( approach( covering( creation,( production,( and( dissemination.( The( Executive( Yuan( directly( linked( success( in( the( knowledgeE based(economy(to(CCI(by(calling(for(“a(more(flexible(productive(organization(system”( (((((((((((((((((((((((((((((((((((((((((((((((((((((((( 2(Specifically,(1)(“to(develop(the(cultural(creative(industry”;(2)(establishing(an(“international(. base(for(research,(development,(and(innovation”;(and(3)(doubling(tourists.((. (.

(23) Albanese(. ( 13(. that(placed(“the(valueEadded(model…[at](the(core(of(innovative(design(in(production,( especially(artistic(and(aesthetic(creation”((GIO,(2002).(( A(2009(assessment(by(the(Council(for(Cultural(Affairs((CCA)(showed(that(the( plan( produced( meager( results,( but( postEChallenge( 2008,( Taiwan( has( redoubled( its( commitment(to(cultural(and(creative(industries.(In(2009,(CCI(was(announced(by(the( Executive(Yuan(as(first(among(six(flagship(industries(for(economic(growth.(26(billion( NTD(were(set(aside(for(television,(film,(digital(content,(pop(music,(design,(and(crafts(. 政治大 Creative(Industries(Development(Act”((Chung,(2011),(offering(tax(benefits,(training,( 立立. over( a( fourEyear( period.( This( was( followed( by( the( January( 2010( “Cultural( and(. •‧ 國. ㈻㊫學. and( other( incentives( (CEPD,( 2010)( for( what( is( considered( the( 4th( economic( wave( (following( the( 3rd( wave( of( “information”( society”).( The( Council( for( Cultural( Affairs’(. •‧. “Creative( Taiwan( E( Cultural( and( Creative( Industry( Project( Action( Plan( 2009E2013”(. sit. y. Nat. (Council(for(Cultural(Affairs,(2009)(outlined(the(goal(of(increasing(CCI(market(value(. io. weight(behind(CCI.(. al. er. 15Efold( by( 2013.( From( a( macroEpolicy( perspective,( Taiwan( has( thrown( full( vocal(. n. v i n C h economy( out( of(UCCI?( Strategies( for( developing( What( will( it( take( to( make( an( engchi. CCI( are( broadly( divided( into( demandEside( or( supplyEside( strategies( (Flew( &( Cunningham,( 2010).( ( Enhancing( ties( between( financial,( academic,( and( industrial( institutions((Patel(&(Pavitt,(1994)(to(make(specialized,(diversified,(and(coordinated( “hubs”(and(“nodes”((Wolfe(&(Bramwell,(2008)(are(among(the(common(methods(for( forging(a(consumer(market(for(commoditized(products(aimed(at(inducing(a(virtuous( investment(cycle((Keane,(2007;(UNCTAD,(2008a;(Council(for(Cultural(Affairs,(2009).( Infrastructure(is(necessary,(but,(as(Costa((2008)(points(out,(the(creative(individual(is(. (.

(24) Albanese(. ( 14(. in( danger( of( being( overlooked.( The( trendiest( packaging( still( will( not( sell( an( empty( box.( Though( presented( as( a( critique( of( creative( industries,( Holmes( (2007)( illustrates( nicely( the( importance( of( the( creative( individual( (or( at( least( consumer);( there( is( growing( awareness( that( “the( final( frontier( of( knowledgeEbased( capitalism…is( you,( your( body,( your( intelligence,( your( imagination”( (188).( There( is( room( for( everyone( in( this( new( economy,( from( upstream( creators( (creative(. 政治大 commercialization,( and( midstream( integrators( (clusters,( universities,( incubators).( 立立. professionals,( performers,( and( artists),( downstream( enterprisers( involved( in(. •‧ 國. ㈻㊫學. Intermediaries,(like(nonEprofits,(social(enterprises,(and(community(developers(also( have(a(crucial(role(in(this(networked(knowledge(economy((Wu,(2012).(Cultural(and(. •‧. creative( industries( need( your( ideas.( ( And( if( not( your( creative( ideas,( your( wallet( is(. sit. y. Nat. worthy(as(well.(Social(environments(infused(with(creative(examples(might(make(us(. io. al. er. more( predisposed( to( become( consumers( of( CCI.( Whether( demand( or( supply,( most( intrinsic( for( the( development( of( cultural( and( creative( industries( is( a( creative(. n. v i n C h proper( institutions( workforce( supplemented( with( the( e n g c h i U to( test( out( and( share( new( ideas.(. Creativity,#Education,#and#the#Arts# The!Expanded!Role!of!Creativity!in!Education! How(then(do(we(develop(this(new,(creative(citizen?(In(recent(years,(creativity( in( education( has( received( increased( attention( from( gatekeepers( E( the( business( leaders,(scholars,(policyEmakers,(and(educators(–(around(the(world((Wu(&(Albanese,( 2010).(The(2010(IBM(CEO(Survey(of(over(1500(CEOs(in(33(fields(from(60(countries,( (.

(25) Albanese(. ( 15(. for( the( first( time,( revealed( that( creativity,( more( so( than( integrity,( was( the( number( one(skill(considered(most(important(for(business(success((IBM,(2010).(There(is(also( growing(acceptance(in(the(academic(and(educational(worlds(that(“creativity(can(be( taught”((Kaufman(in(Bronson(&(Merryman,(2010).(The(belief(that(creativity(can(be( taught( chalked( up( a( 95%( positive( response( from( teachers( in( the( EU( during( their( “Year( of( Creativity”( (Cachia,( Ferarri,( AlaEMukta,( &( Punie,( 2010).( It( is( less( now( a( question(of(whether(or(not(to(pursue(creativity(education(but(“how”(and(“when.”((. 政治大 and(creators(share(knowledge(with(the(public(while(networks(of(service(providers( 立立. Envision( a( society( where( knowledge( translates( into( economic( value.( Artists(. •‧ 國. ㈻㊫學. carry(out(informed,(equitable,(and(socially(responsible(private(business(and(public( policies.( This( ideal( requires( individual( creativity.( Heterogeneity( –( variations( in(. •‧. individuals( and( cultures( and( their( creative( productions( –( in( knowledge( systems(. sit. y. Nat. “explain(how(entrepreneurship(and(innovation(work”(as(diversity(enhances(creation,(. io. al. er. diffusion,( and( use( of( knowledge( (Carayannis,( Kaloudis,( &( Mariussen,( 2011:( 1).(. n. Society(needs(diverse,(new(ideas.(Creativity(education(is(the(greatest(tool(we(have( for(growing(them.(. Ch. engchi. i n U. v. Arts!Education!for!Innovation!and!Creative!Citizens! The( potential( for( the( arts( to( build( community( while( developing( and( reinforcing(individual(creativity(makes(arts(education(one(of(the(areas(of(creativity( education(with(the(greatest(potential.(This(research(presents(two(cases(of(disruptive( innovation(in(performing(arts(education,(while(the(following(paragraphs(detail(why( arts(education(in(particular(should(be(emphasized,(both(for(its(own(sake(and(for(the( development(of(children’s(creativity.( (.

(26) Albanese(. ( 16(. Participation( in( the( arts,( and( particularly( in( theater,( has( been( linked( to( academic( success( in( a( variety( of( basic( fields( across( the( board( (Deasy,( 2002).( This( provides( the( educational( basis( for( supporting( theater( for( children.( The( arts( and( theater( sector( can( also( account( for( a( substantial( amount( of( a( country’s( economy( (Americans(for(the(Arts,(2005).(This(provides(the(economic(argument(for(ensuring( all(children(have(the(potential(to(participate(in(this(sector(of(the(economy.(With(such( clear( benefits,( it( becomes( quite( clear( why( transnational( organizations( have( long(. 政治大 that(right(should(be(extended(to(children( (UN,(1948;(UN,(1989),(and(some(nations( 立立. considered( participation( in( a( society’s( arts( and( culture( an( innate( human( right( and(. •‧ 國. ㈻㊫學. have( a( long( history( of( establishing( programs( to( promote( the( development( of( arts( and( culture((Horn,( 2008).( ( We( in( fact(have(an(ethical(imperative(to(ensure(that(all(. sit. Nat. child’s(socioEeconomic(status.(. y. •‧. children(have(an(equal(opportunity(to(access(the(arts(and(theater,(regardless(of(the(. io. al. er. Yet(arts(are(often(prioritized(below(other(educational(objectives.(Renowned( American( educator( Ernest( Boyer( noted( in( 1983( that( “arts( [are( found]( to( be(. n. v i n Ch shamefully(neglected”(such(that(“courses(in(the(arts(were(the(last(to(come(and(the( engchi U. first(to(go”((in(Tickle,(1987:(1).((The(2008(release(of(a(manifesto(to(bring(the(arts(to( children( in( England( shows( that( there( is( still( intense( debate( regarding( the( value( of( the(arts(and(a(need(to(ensure(arts(education(even(within(developed(coutnries.((The( “Manifesto( for( Children’s( Arts”( was( released( by( Action( for( Children’s( Arts( in( the( United(Kingdom(under(children’s(laureate(Michael(Rosen(and(called(for(schools(and( curriculums(to(“put(creativity,(play(and(the(arts(at(the(heart(of(the(curriculum”(while( asking( for( both( government( and( nonEgovernment( organizations,( schools( and( the(. (.

(27) Albanese(. ( 17(. media(to(provide(support(and(funding(for(“consistent,(longEterm(policies”(to(uphold( the(UN(Convention(on(the(Rights(of(the(Child(Article(31((Horn,(2008).(The(manifesto( asks(that(schools(allow(at(least(five(hours(a(week(for(cultural(learning(in(a(culture( where( a( false( binary( between( “arts( and( music”( and( “literacy( and( numeracy”( have( dominated(educational(debates((Hunt3(in(Horn(2008).( Despite( evidence( of( the( value( of( arts,( particularly( in( relation( to( the( development( of( other( academic( skills( like( literacy,( this( supposed( binary( exists(. 政治大 and(education(perspectives,(national(policy(should(embrace(arts(education.( 立立. where(choosing(the(arts(means(putting(off(other(skills.(Yet(from(economic,(ethical,(. •‧ 國. ㈻㊫學. Economic!Significance!of!Supporting!the!Arts!. The(arts(play(a(significant(role(in(the(economy(and(thus(are(related(to(equal(. •‧. opportunities( for( all( children.( Arts# &# Economic# Prosperity# III,( a( publication( from(. Nat. sit. y. Americans( for( the( Arts( (2007)( shows( that( in( the( United( States( the( “nonprofit( arts(. n. al. er. io. and( culture( industry( is( an( economic( driver( in( communities’( growth( industry,”( one(. i n U. v. which( “supports( jobs,( generates( government( revenue”( and( serves( as( “the(. Ch. engchi. cornerstone(of(tourism”((1).(It(does(so(by(generating(166.2(billion(USD(annually(on(a( national( level,( with( 63.1( billion( USD( of( that( coming( from( arts( and( culture( organizations( spending( and( 103.1( billion( USD( from( “eventErelated( spending( by…audiences.”((Americans(for(the(Arts,(2007:(3).(According(to(the(report,(in(2006,( the(arts(and(culture(industry(generated(5.7(million(fullEtime(jobs,(104.2(billion(USD( in( family( income,( 7.9( billion( USD( in( local( taxes,( 9.1( billion( USD( in( state( taxes,( and( 12.6( billion( USD( in( federal( taxes.( In( terms( of( investment( value,( local,( state( and( ((((((((((((((((((((((((((((((((((((((((((((((((((((((((. 3(Jeremy(Hunt(was(“shadow(secretary(of(State(for(Culture,(Media(and(Sport”(in(England((Horn,(2008).(. (.

(28) Albanese(. ( 18(. federal( governments( spent( 4( billion( USD( total( for( a( return( of( 30( billion( USD( in( revenue:(an(impressive(7:1(ratio.(The(arts(and(culture(are(a(lucrative(industry,(with( potential( investment( return( and( profit.( Not( providing( equitable( access( to( the( arts( and( culture( industries( to( disadvantaged( children( can( only( propagate( the( unequal( distribution( of( wealth( in( society.( Again,( even( children( who( do( not( grow( up( to( be( creative( producers( can( still( be( important( creative( consumers( as( well.( The( arts( in( education(thus(help(fuel(supplyEside(and(demandEside(development(of(the(creative( and(cultural(industries.(. 立立. 政治大. Ethical!Significance!of!Supporting!the!Arts!. •‧ 國. ㈻㊫學. (From(an(ethical(perspective,(access(to(the(arts(is(outlined(as(an(inalienable( human( right( in( multiple( declarations.( ( Article( 27( of( the( Universal( Declaration( of(. •‧. Human( Rights( (UN,( 1948)( clearly( indicates( that( all( individuals( have( the( “right( to(. Nat. sit. y. participate( in( the( cultural( life( of( the( community.”( The( United( Nations( 1989(. n. al. er. io. Convention( on( the( Rights( of( the( Child,( the( “first( legally( binding( international(. i n U. v. instrument( to( incorporate( the( full( range( of( human( rights”( (UNICEF,( n.d.),( states( in(. Ch. engchi. Article( 31( that( governments( must( “recognize”( the( rights( of( every( child( “to( participate(freely(in(cultural(life(and(the(arts”(and(“respect(and(promote”(the(right( “to( participate( fully( in( cultural( and( artistic( life”( by( “encourag[ing]( the( provision( of( appropriate( and( equal( opportunities( for( cultural,( artistic,( recreational( and( leisure( activity”( (UN,( 1989).( These( two( statements( clearly( illustrate( the( universal( responsibility( to( ensure( that( arts( and( culture( are( accessible( to( every( individual,( particularly(so(as(to(protect(the(rights(of(children.(. (.

(29) Albanese(. ( 19(. There( is( also( an( international( dialogue( about( the( increased( value( of( culture( and(arts(as(nations(negotiate(their(relationship(with(the(world(and(identities(in(the( context(of(globalization(as(well((Grierson,(2008).(Thus,(even(beyond(the(individual,( there(is(a(macroElevel(responsibility(for(arts(education(as(well.( Educational!Significance!of!Supporting!the!Arts! From(an(educational(standpoint,(there(is(a(wealth(of(research(that(examines( the( value( of( the( arts( in( education.( Project( Zero( is( an( educational( research( group(. 政治大. from( Harvard( University’s( Graduate( School( of( Education( that( has( been( conducting(. 立立. education( on( learning( processes( since( 1967.( Their( mission( is( to( “understand( and(. •‧ 國. ㈻㊫學. enhance(learning,(thinking,(and(creativity(in(the(arts,”(as(well(as(in(other(areas.(Their( website4(provides(any(number(of(avenues(to(begin(exploring(this(issue,(from(visible(. •‧. thinking,(understanding,(informal(learning,(multiple(intelligences,(and(so(forth.((. Nat. sit. y. The(arts(are(credited(with(specific(and(essential(links(in(developing(desirable(. n. al. er. io. qualities( for( academic,( professional( and( personal( success.( ( Studies( on( arts( in(. i n U. v. education((Deasy,(2002)(identify(clear(“social(development(and(academic(advantage(. Ch. engchi. from( the( pursuit( of( lives( rich( in( the( arts”( (Catterall,( 2002).( According( to( Catterall( (2002),( the( areas( of( child( development( that( result( in( the( most( benefit( from( participation( in( the( arts( fall( into( three( categories:( specific( academic( areas,( general( academic(skills,(and(social(skills.(Specifically,(participation(in(the(arts(correlates(with( an( increase( in( reading,( writing,( and( language( skills.( Generally( applicable( skills( include(better(concentration,(increased(dedication(to(task,(an(increase(in(creativity,( higher( qualities( in( expression( and( imagination,( and( an( “inclination( to( tackle( (((((((((((((((((((((((((((((((((((((((((((((((((((((((( 4(pzweb.harvard.edu/index.cfm(. (.

(30) Albanese(. ( 20(. problems( with( zeal,”( while( benefits( to( social( skills( include( increased( compliance,( emotional( expression,( tolerance,( courtesy( and( conflict( resolution,( a( tendency( to( collaborate,(and(more(focus(on(moral(development((Catterall,(2002).(A(study(by(The( Arts( Education( Partnership( and( The( President’s( Committee( on( the( Arts( and( Humanities( (Fiske,( 1999)( compiles( research( from( diverse( student( samples( across( the(U.S.(to(detail(the(impact(of(the(arts(on(child(development(and(argue(that(the(arts( “can(help(‘level(the(playing(field’(for(youngsters(from(disadvantaged(circumstances”( (viii).#. 政治大 The( arts( in( education( are( also( noted( to( develop( students’( employability,( 立立. •‧ 國. ㈻㊫學. regardless( of( a( future( in( the( professional( arts( or( any( other( field.( Qualities( of(. cooperation,( decency,( integrity,( leadership( and( fellowship( are( all( developed( by(. •‧. participation( in( the( arts( and( noted( as( employability( qualities.( Specific( advantages(. sit. y. Nat. exist(for(“the(millions(of…children(at(risk”(as(well,(including(benefits(to(writing(and(. io. al. er. reading( skills,( such( as( reading( comprehension,( oral( language( skills,( a( higher( drive( for( achievement,( fewer( discipline( problems,( and( better( attention( and( focus( skills(. n. v i n Ch (Catterall(2002).(The(educational(benefits(to(children(alone(justify(making(the(arts( engchi U and(theater(accessible(to(all(children.(( Further(research(shows(that(arts(foster(a(sense(of(community(while(bringing( education( into( the( studentEcentered( realm( (Stevenson( &( Deasy,( 2005).( The( Social( Impact(of(the(Arts(Project5(at(the(University(of(Pennsylvania’s(School(of(Social(Policy( &( Practice( looks( at( the( impact( of( the( arts( on( community,( showing( that( they( contribute( to( “cultural( engagement,( community( wellEbeing,( and( neighborhood( (((((((((((((((((((((((((((((((((((((((((((((((((((((((( 5(http://www.sp2.upenn.edu/siap/(. (.

(31) Albanese(. ( 21(. revitalization.”( The( community( is( one( of( the( most( important( elements( of( the( informal( learning( environment,( and( disruptive( innovation( in( education( has( much( potential(to(influence(this(environment.(One(example(of(disruptive(education(from( Venezuela(is(an(orchestral(arts(program(called(El(Sistema.(It(has(reached(hundreds( of( thousands( of( children,( many( atErisk,( from( KE12,( and( given( them( a( passion( for( music(of(arts(that(has(led(some(to(professional(stages(and(performances(worldwide.( Teaching(artist(Eric(Booth(discusses(the(“open(secrets”(of(El(Sistema(that(make(it(so(. 政治大 and(analogical(parts(of(the(brain,(thus(enhancing(creativity;(2)(it(fosters(an(attitude( 立立 successful,(namely:(1)(it(develops(the(“dynamic(tension”(between(logicalEprocessing(. •‧ 國. ㈻㊫學. of( “continual( improvement”;( 3)( it( utilizes( inspirational( teachers( that( “embody”( the( lesson;( and( 4)( it( reflects( the( sheer( beauty( and( power( of( both( the( craft( and(. •‧. community( (Booth,( 2011).( These( elements( are,( according( to( Booth,( “basic( truths(. sit. y. Nat. about(the(arts(themselves”((25).(Thus(arts(education(should(be(of(particular(interest(. io. n. al. Research#Questions#and#Goal#of#the#Study# (. Ch. engchi. er. to(any(country(wishing(to(develop(confident,(creative,(and(civicEminded(citizens.((. i n U. v. Having( established( the( need( for( both( creativity( and( arts( in( education,( it( is( necessary( to( examine( in( what( ways( it( is( possible( to( improve( the( environment( for( arts(education(both(inside(and(outside(of(school.(This(goal(of(this(study(is(to(explore( a( model( for( understanding( how( to( use( innovation( in( education( to( promote( arts( education(in(both(formal(and(informal(settings.(This(will(be(done(through(two(caseE studies(from(Taiwan,(one(from(within(the(formal(education(system(and(one(involved( in(the(informal,(outEofEclass(educational(environment.((. (.

(32) Albanese(. ( 22(. The(research(questions(that(are(asked(are:(1)(how(do(these(programs(utilize( disruptive(innovation(to(benefit(students(who(would(otherwise(not(enjoy(the(same( access(to(these(arts(opportunities,(2)(what(are(the(effects(of(using(these(particular( innovation( methods( on( students,( and( 3)( what( elements( can( be( applied( for( innovations(elsewhere?(. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. (. Ch. engchi. i n U. v.

(33) Albanese(. ( 23(. Chapter!2! Literature#Review# (. This( chapter( provides( the( conceptual( framework( for( this( study,( looking( briefly( at( what( innovation( is,( how( it( is( intertwined( with( individual( creativity,( and( what( this( means( for( innovation( in( education,( while( ultimately( honing( in( on( disruptive(innovation(in(education(and(its(potential(application(in(arts(education.(. 政治大. What!are!Sustaining!and!Disruptive!Innovations?!. 立立. In( a( basic( sense,( innovation( is( defined( in( terms( of( new( products,( processes,(. •‧ 國. ㈻㊫學. organizational(models,(resources,(or(markets((Niosi,(Saviotti,(Bellon,(&(Crow,(1993).(. •‧. However,( the( concept( may( be( more( usefully( defined( in( relationship( to( its( task( of( either( sustaining( or( disrupting( a( system.( In( Disrupting# Class:# How# Disruptive#. y. Nat. io. sit. Innovation#Will#Change#the#Way#the#World#Learns#(2011),(Clayton(M.(Christensen,(a(. al. er. Harvard( Business( School( professor( most( wellEknown( for( his( work( on( innovation(. n. v i n (see( New( York( Time’s( bestsellers( C h The# Innovator’s#UDilemma# and( The# innovator’s# engchi Solution),(with(Michael(B.(Horn(and(Curtis(W.(Johnson,(applies(a(model(of(disruptive(. innovation( to( education.( The( model( is( typically( used( in( business( and( for( organizational(or(institutional(change,(yet(here(Christensen(treats(public(education( as( a( product( in( a( market( that( is( seeking( to( improve( its( delivery( to( customers.( The( figure(below(is(the(model(of(disruptive(innovation(they(provide.(In(the(back(plane,( company( performance( travels( up( the( solid( line,( improving( quicker( than( customers( necessarily(require.(This(is(called(a(sustaining#innovation.((. (.

(34) Albanese(. ( 24(. ( Figure#2.1:#Clayton#M.#Christensen’s#Disruptive#Innovation#Model# #. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. io. sit. y. Nat. (. al. er. Adapted(from(Christensen,(C.(M.,(Horn,(M.(B.,(&(Johnson,(C.(W.((2011).(Disrupting#Class:#How# Disruptive#Innovation#Will#Change#the#Way#the#World#Learns.#McGrawEHill.( (. n. v i n Ch Alternatively,(a(disruptive#innovation(is(not(an(improvement(or(new(creation,( engchi U. but(in(fact(disrupts(the(trajectory(by(introducing(a(“product(or(service(that…is(not(as( good(as(what(companies(historically(had(been(selling”((47).(Instead,(the(disruptive( innovation(reaches(a(new(set(of(customers,(or(nonconsumers,(whose(needs(were(not( being(met(by(the(previous(companies.(Competing(against(noncompetition,(the(new( product(improves(based(on(a(new(consumer(base,(until(enough(momentum(is(built( to(cause(the(whole(system(to(“flip”(and(embrace(the(innovation(as(the(norm.((. (.

(35) Albanese(. ( 25(. How!Do!We!Categorize!Innovation!in!Terms!of!Education?! Charles(Leadbeater,(one(of(the(policy(advisors(previously(leading(the(charge( of( education( reform( under( the( Blair( government( in( the( U.K.,( along( with( Annika( Wong((2010)(propose(a(categorical(model(for(innovation(in(education((Figure(2.2).( In( this( model,( innovations,( either( sustaining( or( disruptive( as( described( above,( are( applied( in( formal( or( informal( learning( situations.( Examples( are( found( all( over( the( world,( in( developed( and( developing( countries.( Sustaining( innovations( in( formal(. 政治大 development,(teacher(training,(and(curriculum(development.(( 立立. learning( settings( seek( to( improve( schools,( such( as( through( organizational(. •‧ 國. ㈻㊫學. Sustaining(innovations(in(informal(learning(are(meant(to(supplement(school(. within( the( family( or( community,( such( as( in( afterEschool( programs.( The( Harlem(. •‧. Children’s( Zone( in( New( York( directs( a( wideEvariety( of( communityEbuilding( family,(. sit. y. Nat. social( service,( and( health( programs.( The( communityEbuilding( approach( hopes( that(. io. al. er. by(influencing(the(context(of(the(student’s(life(outside(of(school(they(can(help(carry( them( “from( cradle( to( college”( (Harlem( Children’s( Zone,( 2010b)( and( help( mitigate(. n. v i n C h gaps( that( fuel( income( and( ethnicityEbased( education( e n g c h i U a( cycle( of( poverty( (Harlem(. Children’s(Zone,(2010a).(Another(example(is(Finland’s(Arkki(School(of(Architecture( for(Children(and(Youth,(a(nonEprofit(that(runs(a(program(using(a(laterally(integrated( (KE12)( architecture( project( with( opportunities( for( realEworld( participation( (Arkki,( n.d.).( CommunityEbased( supplementation( can( also( be( seen( in( Taiwan,( such( as( in( Yunlin( County’s( Huwei( Township,( where( local( residents( and( shop( owners( voluntarily(assist(the(Dongren(Junior(High(School(English(Village(program(by(using( English(at(their(stores((Hsu,(2012).(. (.

(36) Albanese(. ( 26(. Figure#2.2:#The#Education#Innovation#Grid# #. #. 政治大. Adapted(from:(Leadbeater,(C.(&(Wong,(A.((2010).(Learning#from#the#Extremes.(Cisco(Systems,( Inc.( (. 立立. On(the(other(hand(disruptive(innovations(in(formal(learning(work(to(reinvent(. •‧ 國. ㈻㊫學. school,( so( as( to( “create( an( education( better( fit( for( the( times”( (4).( This( applies( to( schools( that( are( developed( based( on( “alternative( pedagogies”( (12),( such( as(. •‧. Montessori( (Lillard( &( ElseEQuest,( 2006)( or( Waldorf( (Easton,( 1997)( schools.( It( also(. y. Nat. sit. includes( the( Knowledge( is( Power( Program( (KIPP)( geared( towards( atErisk( middle(. n. al. er. io. schools( in( the( U.S.( (Ross,( McDonald,( Alberg,( &( McSparrinEGallagher,( 2007;( Macey,(. i n U. v. Decker,( &( Eckes,( 2009),( the( Big( Picture( schools( ( (products( of( the( Bill( and( Melinda(. Ch. engchi. Gates( Foundation( supported( nonEprofit,( Big( Picture( Company)( that( emphasize( immersive(relationships(between(students(and(the(community(and(the(work(world( (Klein,(2008;(Big(Picture(Learning,(2012),(or(enterprise(based(Studio(Schools(from( Demos( (Studio( Schools( Trust,( 2011),( a( U.K.( think( tank( once( close( to( the( Blair( government.( From( the( developing( world,( a( program( in( Brazil( called( Sementinha( (“little(seed”),(or(“the(school(under(the(mango(tree”(has(teachers(bring(children(to( students’( homes( to( use( household( items( and( settings( as( sites( of( learning( (Albano,( 2008).( (.

(37) Albanese(. ( 27(. Taiwan( also( has( a( small( number( of( such( alternative( schools,( like( the( Humanistic( Education( Foundation’s( Forest( School( or( the( Ci( Xing( Waldorf( School( (Chung,(2007).(There(are(also(examples(in(the(performing(arts.(UETheatre(is(a(wellE known( Zen( musical( performance( troupe( in( Taiwan( whose( story( has( been( dramatized( in( film( (2008’s( The# Drummer)( and( their( innovative( musical( creations( have(been(performed(all(over(the(world.(Their(philosophy(is(also(an(inspiration(to( youth,( including( disadvantaged( youth( (Chen,( 2011).( Recently,( they( have( extended(. 政治大 community( education( at( their( downtown( Taipei( Performing# Arts# School# 36,( they( 立立. their( musical( and( life( philosophy( to( education.( In( addition( to( continued( and(. •‧ 國. ㈻㊫學. have( also( designed( a( program( that( is( integrated( into( the( school( system( but(. completely( reorients( and( reEcontextualizes( formal( learning( for( a( group( of( Taipei(. sit. y. Nat. (UPAC).((. •‧. Jingwen( High( School( students( (Her,( 2009)( in( the( UETheatre( Performing( Arts( Class(. io. al. er. The( subject( of( the( second( caseEstudy( in( this( research,( UPAC( is( explored( in( relation( to( a( number( of( qualities( listed( by( Leadbeater( and( Wong( (2010)( that( help(. n. v i n C formal( education(Uprograms.( innovative( h engchi. define( disruptively(. First,( disruptive(. innovation(in(education(utilizes(a(pullFsystem(that(draws(students(in(based(on(their( interests.(It(also(allows(them(to(learn(through(alternative(activities(and(maintains(a( respect(for(the(value(of(play.(At(the(core(of(the(class(is(problemFsolving,(where(there( is( a( practical( outward( focus( for( study( content;( this( also( makes( it( productive.( Education( may( also( occur( in( alternative( places,( under( paraFteachers( (professionals( in(their(fields,(not(necessarily(classically(trained(teachers),(and(even(in(peerFtoFpeer( settings.( Finally( learning( often( makes( use( of( technology,( both( new( and( old,( in( new(. (.

(38) Albanese(. ( 28(. ways.( These( qualities( can( be( used( to( examine( disruptive( innovation( in( formal( settings.( Finally,( disruptive( innovation( in( informal( learning( is( meant( to( transform( learning,(making(it(“available(in(radically(new(ways”((Leadbeater(&(Wong,(2010:(4).( This( kind( of( availability( can( be( seen( in( the( developing( world( where( the( underprivileged( do( not( have( access( to( schools( or( mainstream( education.( Here( educators( are( making( use( of( technology( that( is( both( lowEcost( and( highEefficiency,(. 政治大 developing(world(include(El(Sistema(from(Venezuala(–(a(program(that(has(brought( 立立. such( as( social( media,( to( help( children( access( knowledge.( Examples( from( the(. •‧ 國. ㈻㊫學. substantial( socialEchange( through( orchestral( music( education( (Booth,( 2009;( Booth( 2011)( –( and( the( Door( Step( School( in( India( that( brings( a( classroomEvehicle( onEsite(. •‧. where(parents(and(children(are(working((Paranjbe,(2003;(Leadbeater,(2010).(. sit. y. Nat. Here(we(see(that(informal(learning(happens(outside(of(the(classroom.(For(a(. io. al. er. child,( the( community( and( family( are( the( primary( nonEschool( entities( in( their( lives.(. n. Thus( informal( learning( relies( on( communities( and( families( to( be( involved( in( their( children’s( education.( This(. v i n C h participating( Uwith( them,( means( engchi. making( outings(. exploratory,(and(examining(problems(in(the(community.(Anything(that(enhances(the( community( and( family( and( orients( it( towards( participatory( experiences( can( be( considered( conducive( to( informal( learning.( Disruptive( innovation( in( informal( learning( looks( to( induce( a( “parallel( process( of( social( and( cultural( change”( (Leadbeater(&(Wong,(2010:(16)(that(will(influence(the(entire(learning(environment( and(“pull[](families(and(children(to(learning”((Leadbeater(&(Wong,(2010:(iv).(. (.