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An art course curriculum for non-art...

Hsiao, Bao-Ling.

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An art course curriculum for non-art majors to meet college general curriculum requirements in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An art course curriculum for non-art majors to meet college general curriculum requirements in Taiwan./
作者:	Hsiao, Bao-Ling.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1995,
面頁冊數:	265 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4255.
Contained By:	Dissertation Abstracts International56-11A.
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9606275

An art course curriculum for non-art majors to meet college general curriculum requirements in Taiwan.
Hsiao, Bao-Ling.

An art course curriculum for non-art majors to meet college general curriculum requirements in Taiwan. - Ann Arbor : ProQuest Dissertations & Theses, 1995 - 265 p.

Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4255.

Thesis (Ph.D.)--Texas Tech University, 1995.

College non-art majors in Taiwan are relatively well informed about Western culture and tend to value it over traditional Chinese culture. They tend to know little about art in general and Chinese traditional art in particular.Subjects--Topical Terms:

547650
Art education.

An art course curriculum for non-art majors to meet college general curriculum requirements in Taiwan.
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245 1 3 $a An art course curriculum for non-art majors to meet college general curriculum requirements in Taiwan.
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300 $a 265 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4255.
500 $a Chairperson: John A. Stinespring.
502 $a Thesis (Ph.D.)--Texas Tech University, 1995.
520 $a College non-art majors in Taiwan are relatively well informed about Western culture and tend to value it over traditional Chinese culture. They tend to know little about art in general and Chinese traditional art in particular.
520 $a The thesis of this dissertation is that Western art can be an effective way to cause non-art major students in Taiwan to come to understand and value Chinese traditional arts. Therefore, an Art-Based Arts Curriculum (hereafter referred to as "ABAC") developed in general education is a particularly effective plan for such a curriculum. The ABAC is an interdisciplinary approach interrelating the visual arts with non-visual arts and a cross-cultural method comparing Chinese and Western arts traditions focusing on aesthetic considerations. For example, the ABAC model developed in the study compares Chinese and Western art in a paralleled period (e.g., early Ching dynasty (1644-1796) and Western art: Baroque, Rococo, and Neoclassical periods (1600-1850)). Furthermore, the ABAC model interrelates visual arts with music, poetry, and dance to compare their aesthetic modes (i.e., literal qualities, formal qualities, and expressive qualities).
520 $a The ABAC development follows a three-level pedagogical logic as follows: (1) to establish Chinese students' self-esteem sufficient to develop an open-minded approach to new art concepts; (2) to exhibit the merits of Chinese and Western arts; and, (3) to encourage Chinese students to appreciate Chinese arts through an interdisciplinary and cross-cultural approach.
520 $a A survey of college non-art majors was conducted by the author in June 1995 in Taiwan to examine their aesthetic understanding and levels of interest in having an art course in general education. Republic of China government policy documents and other surveys were examined to determine the need for such an arts curriculum. In this dissertation, the ABAC curriculum develops a cross-cultural and interdisciplinary introductory unit which consists of curriculum logic, the first unit applied to curriculum logic, guidelines for instructional preparation, and a detailed three-lesson unit.
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