Tesi: "Humanities and the Arts"

1

Conocimiento, Dirección de Gestión del. "Arts & Humanities Database". ProQuest, 2004. http://hdl.handle.net/10757/655263.

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Conocimiento, Dirección de Gestión del. "Guía de acceso para Arts & Humanities Database". ProQuest, 2021. http://hdl.handle.net/10757/655263.

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Lai, Lingchun. "Taiwan music teachers' attitudes toward the arts and humanities curriculum". connect to online resource, 2007. http://digital.library.unt.edu/permalink/meta-dc-3951.

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Lai, Lingchun. "Taiwan music teacher attitudes toward the arts and humanities curriculum". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3951/.

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The purpose of the study was to investigate teacher attitudes toward following the Taiwanese arts and humanities curriculum and the relationship of teacher attitudes to four selected curriculum integration factors. These include (1) The quantity of content areas taught in music class, (2) Teachers' satisfaction of their students' learning outcomes, (3) Teachers' confidence in planning lessons, and (4) The number of years spent in curriculum integration. Questionnaires were distributed to 85 stratified random selected junior high schools throughout Taiwan. The school responses rate was 74%. Content validity was checked. The internal consistency reliability ranged from 0.74 to 0.92. Recorder playing, group singing, and music appreciation were found to be the most frequently taught musical skills, the most satisfied students' learning outcomes, the most confident lesson planning areas, and the most important to be included in the music instruction. Writing-by-ear and playing-by-ear were found to be the least frequently taught musical skills, the least satisfied students' learning outcome, the least confident lesson planning area, and the least importance. The two most frequently encountered barriers were insufficient administrative leadership and shallow student learning. The results of the Pearson product-moment correlation coefficient showed a low positive significant relationship between teachers' overall attitudes and the quantity of musical content areas taught (n = 83, r = 0.29, p = 0.007*, r2 = 0.09). Based on prior research, if attitudes that are formed from personal histories are difficult to change, and in order to change attitudes, multiple strategies must be used. The majority of teachers did not strongly support or reject this new curriculum, and strong support would be needed for the curriculum to be successfully implemented. One of the most important things that the Taiwan MOE could do is to provide music teachers with on-going in-service teacher development programs and monitoring mentor systems, in addition to the exploration and development of additional strategies that might possibly impact teachers' neutral beliefs about this new curriculum.

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Thomas, Terry. "Afri-Cobra: a black revolutionary arts movement and arts for people’s sake". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/373.

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The purpose of this thesis was to investigate the role of Afri-COBRA, the African Commune of Bad Relevant Artists. Afri-Cobra is a professional black artist’s guild founded in the 1960s in Chicago, Illinois who serve now, as well as in the past, as the unacknowledged founders and promoters of the notion of Arts for People’s Sake. Further, Afri-COBRA utilized the black aesthetic as the conceptual framework in its investigation of black art within the revolutionary Black Arts Movement especially in creating the visual arts component of Arts for People’s Sake in the black community. Narrative Analysis was utilized to undergird the ideology and philosophy of this art entity and its implications of black imagery seen in the exhibit of the artists and their efforts to expand for the people the political/social restructuring of black identity. The results of this study revealed the leadership and visionary passion envisioned by group founders. Their works create a new black image paradigm that has implications for the lives of oppressed and marginalized groups worldwide. In conclusion, this research purposely placed Afri-COBRA as a leader in redefining what is necessary for arts and artists. They are pioneers in community based art due to their commitment to include in their creations central components of graphic and colorful protest. Afri-COBRA’s vision continues to influence popular culture, both nationally and culturally.

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Galligan, Ann Mary. "The National Endowments for the Arts and Humanities : an experiment in cultural democracy /". Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10858222.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1989.
Typescript; issued also on microfilm. Sponsor: Robert O. McClintock. Dissertation Committee: Ellen Condliffe Lagemann. Bibliography: leaves 197-210.

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7

Hsia, Shin-Hui, e 夏歆惠. "Department of Arts and Design College of Humanities and Arts". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/5rkpw6.

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碩士
國立臺北教育大學
藝術與造形設計學系教學碩士班
104
I lived my childhood with my parents and the army in the territory called Golden Triangle where was surrounded by three nations , Thailand , Burma and Laos. The place was wonderful and dreamlike paradise. It was covered with original forests and rivers. Now , those images are still vivid in my heart. After clarifying my motivations, initial intentions , the relationship between creation , and creation is similar with birth of life. The work would become an independent being ofter being created and these works that praise for the beauty of life the objects other than human. These independent works could explore the depths of my heart. Finally I would introspect myself to explore painting as the creative works, and presented to the works. After experienced long lest repression , I am desperate to express my feeling through acrylic painting. The reason why I relected acrylic painting is its nature technigue which can be earily applied to my three painting series , alien land , festive autum and memory of lotus.

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Caldeira, Beatriz Ferreira. "Arts, Humanities, & Robotics in (STEAM) Education". Dissertação, 2021. https://hdl.handle.net/10216/135649.

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O objetivo desta dissertação é enfatizar a articulação de três importantes temas que definem nosso presente e definirão nosso futuro - Artes e Humanidades, educação (STEAM) e Robótica. Espera facilitar a preparação das gerações futuras para a sociedade e economia do século XXI, bem como auxiliar na resolução de problemas de questões mundiais e minimizar os desafios colocados pela relação entre o homem e tecnologia complexa. O objetivo principal é compreender a forma ideal de incluir o 'A' na educação STEAM (K-12) com Robótica, também descobrindo como as escolas europeias estão a implementar STEAM (com ou sem Robótica) e o que especialistas e profissionais nessas áreas têm a dizer sobre esses assuntos. Para além da robusta revisão da literatura, dezasseis especialistas foram consultados, dez fizeram parte do mesmo painel no processo de questionários do Delphi Method e os outros seis foram entrevistados segundo a Critical Incident Technique. Devido à relevância dos temas em estudo, isto será útil para colegas investigadores e profissionais nestas três áreas. À medida que avançamos para um futuro cada vez mais tecnológico para o qual não parecemos estar preparados, o principal problema é a dissonância entre as disciplinas escolares e a falta de aplicabilidade do seu conteúdo na vida real. As STEAM e o conhecimento transdisciplinar têm ganhado força nos últimos anos e têm-se revelado como técnicas educativas adequadas e bem-sucedidas. A articulação das Artes com as áreas STEM tem mostrado resultados notáveis. Todas as áreas devem, desde que faça sentido, trabalhar juntas para fornecer aos alunos as ferramentas, o conhecimento e a educação certas para terem sucesso não apenas na economia global e no mercado de trabalho do Século XX, como também na vida.
The purpose of this dissertation is to emphasise the articulation of three important themes that define our present and will define our future - Arts & Humanities, (STEAM) education, and Robotics. It hopes to facilitate the preparation of future generations for the 21st century society and economy, as well as to aid in the problem-solving of key world issues, and minimise the challenges posed by the relationship between men and complex technology. The main goal is to understand the ideal way of including the 'A' in STEAM (K-12) education with Robotics, by also figuring out how European schools are implementing STEAM (with or without Robotics) and what experts and practitioners in these areas have to say on these matters. In order to achieve such results, besides the robust literature review, sixteen experts were inquired, ten were part of the same panel on the Delphi Method questionnaire process, and the other six were interviewed according to the Critical Incident Technique. Due to the relevance of the study's themes, this will be useful and resourceful for both fellow researchers and practitioners in these three areas. As we go further into this evermore technological future for which we do not seem to be prepared for, the main problem is the dissonance between disciplines and the lack of their content's real-life applicability. STEAM and transdisciplinary knowledge have been gaining traction throughout the last years and have been proving themselves as suitable and successful educational techniques. The articulation between the Arts with the areas from STEM have proven to produce remarkable results. All areas must, while making sense, work together in order to provide students with the right tools, knowledge, and education to be successful not only in the global economy and job market of the 21st century, but in life too.

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9

Caldeira, Beatriz Ferreira. "Arts, Humanities, & Robotics in (STEAM) Education". Master's thesis, 2021. https://hdl.handle.net/10216/135649.

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Abstract (sommario):

O objetivo desta dissertação é enfatizar a articulação de três importantes temas que definem nosso presente e definirão nosso futuro - Artes e Humanidades, educação (STEAM) e Robótica. Espera facilitar a preparação das gerações futuras para a sociedade e economia do século XXI, bem como auxiliar na resolução de problemas de questões mundiais e minimizar os desafios colocados pela relação entre o homem e tecnologia complexa. O objetivo principal é compreender a forma ideal de incluir o 'A' na educação STEAM (K-12) com Robótica, também descobrindo como as escolas europeias estão a implementar STEAM (com ou sem Robótica) e o que especialistas e profissionais nessas áreas têm a dizer sobre esses assuntos. Para além da robusta revisão da literatura, dezasseis especialistas foram consultados, dez fizeram parte do mesmo painel no processo de questionários do Delphi Method e os outros seis foram entrevistados segundo a Critical Incident Technique. Devido à relevância dos temas em estudo, isto será útil para colegas investigadores e profissionais nestas três áreas. À medida que avançamos para um futuro cada vez mais tecnológico para o qual não parecemos estar preparados, o principal problema é a dissonância entre as disciplinas escolares e a falta de aplicabilidade do seu conteúdo na vida real. As STEAM e o conhecimento transdisciplinar têm ganhado força nos últimos anos e têm-se revelado como técnicas educativas adequadas e bem-sucedidas. A articulação das Artes com as áreas STEM tem mostrado resultados notáveis. Todas as áreas devem, desde que faça sentido, trabalhar juntas para fornecer aos alunos as ferramentas, o conhecimento e a educação certas para terem sucesso não apenas na economia global e no mercado de trabalho do Século XX, como também na vida.
The purpose of this dissertation is to emphasise the articulation of three important themes that define our present and will define our future - Arts & Humanities, (STEAM) education, and Robotics. It hopes to facilitate the preparation of future generations for the 21st century society and economy, as well as to aid in the problem-solving of key world issues, and minimise the challenges posed by the relationship between men and complex technology. The main goal is to understand the ideal way of including the 'A' in STEAM (K-12) education with Robotics, by also figuring out how European schools are implementing STEAM (with or without Robotics) and what experts and practitioners in these areas have to say on these matters. In order to achieve such results, besides the robust literature review, sixteen experts were inquired, ten were part of the same panel on the Delphi Method questionnaire process, and the other six were interviewed according to the Critical Incident Technique. Due to the relevance of the study's themes, this will be useful and resourceful for both fellow researchers and practitioners in these three areas. As we go further into this evermore technological future for which we do not seem to be prepared for, the main problem is the dissonance between disciplines and the lack of their content's real-life applicability. STEAM and transdisciplinary knowledge have been gaining traction throughout the last years and have been proving themselves as suitable and successful educational techniques. The articulation between the Arts with the areas from STEM have proven to produce remarkable results. All areas must, while making sense, work together in order to provide students with the right tools, knowledge, and education to be successful not only in the global economy and job market of the 21st century, but in life too.

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10

Chang, Hsiu-Chieh, e 張秀潔. "Making "Arts and Humanities” Accessible:A Study of the Correlation between Arts Learning Experiences and Interest in Arts". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/16154465585323096505.

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碩士
臺北市立師範學院
視覺藝術研究所
91
The purpose of this study is to investigate the correlation between arts learning experiences and arts learning interest by taking the students at three Elementary School Teachers’ Training Programs in Taiwan as the sample. The contents of this study comprises two parts: first, literature reviews of training courses for elementary school teachers, art education theories and art education in Taiwan; second, a cross-reference study based on some random interviews of students from the three teachers’ training programs under investigation as well as the statistic results of a questionnaire for students at three Elementary School Teachers’ Training Programs through such statistic tools as SPSS and SAS. The conclusions drawn from the research can be summarized as follows:1.The majority of the students investigated are still interested in taking up arts related activities, among which reading articles about arts comes first and making up a work of art the last. 2.By comparing and contrasting how students from three different schools respond to arts differently after taking courses from different art teachers, it is found that students would show more interest in arts if they have been properly instructed and encouraged in a well designed and conducted art class.3.The period of their elementary school life is seen by most students as the most significant one in their past learning experiences with arts.4.An overwhelming majority of the students investigated value the importance of having a good art teachers more than the other factors that also influence their interests in arts.5.In their learning experiences with arts at School Teachers’ Training Program, students are motivated by such factors as the contingencies of the teaching materials, the diversity of the contents, the systematic and organized teaching as well as an impartial evaluation from the teacher who has professionalism and accommodating character.6. In the category of what characteristics a good art teacher would affect students’ interest in arts, the calls for the teacher’s professionalism and fair treatment of students are addressed.7. As far as the subject matter of an art class is concerned, students appear better motivated by the things that they can relate to their day-to-day lives. 8. In the correlation between teacher’s teaching strategies and students’ motivation for learning, whether the teacher is accommodating and able to instruct logically and efficiently so as to help students build up a sense of achievement is highly valued. 9. The influence of class management upon learning motivation is intensified by a warm and liberal class setting and the teacher’s sense of humor and wit.10. There is a positive correlation between arts learning experiences and arts learning interest.

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Lin, Wen Chuan, e 林彣娟. "Fifth grade arts and humanities computerized music achievement test". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/88094622330273249322.

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碩士
國立臺中教育大學
教育測驗統計研究所
101
Students’ achievement may be greatly determined by varied family environments and growing backgrounds.Apparently it is vital to evaluate students’ comprehension immediately after class thus to identify the criteria to be improved.Through studying ample papers, the author of this article has concluded that computerized test offers great time savings, instant test result is available to examiner upon completion ,the required sounds can play stably through computer and all these lead to enormous savings both in time and human labor.This study is designed to test through the computerized music test platform developed on the concept（Bor-Chen Kuo, Zeng Yan Jun, 2007）in order to acquire a factual assessment of the music achievement of the grade five. The conclusions of this thesis are as follows：一、In this study,music achievement of the grade five could save compared to the traditional paper-based test of time and enhance the quality of the test. 二、In this study, music achievement test questions for students are moderate difficulty of the questions in the three-parameter item response structure, has a good degree of THRESHOLD,SLOPE and ASYMPTOTE. 三、Children learning a musical instrument average test scores than children to participate in the musical community and did not participate in musical groups including school children with learning a musical instrument.

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CHEN, CHU WEN, e 朱維珍. "Local Art infusing Arts and Humanities Curriculum:An Content Analysis". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/08168562927756546983.

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碩士
國立臺北教育大學
藝術學系碩士班
96
This research is for the purpose of analyzing the contents of folk arts and its integration presented in the textbooks of middle grades Art and Humanities domain in elementary as well as understanding teachers’ opinion towards folk arts teaching. Firstly, through the method of “the literature analysis”, we get a view of the concept and the connotation of folk arts. Then we develop an analysis meter chart of curriculum contents of folk arts in the domain of Art and Humanities. Moreover, in view of first, second, third and fourth volume of Art and Humanities textbooks by the content analytic method, we analyze the contents of folk arts and its integration presented in the textbooks. Assisted by interviewing, we also interviewed teachers who taught second stage of Art and Humanities in order to understand teachers’ opinion on folk arts integrated in the textbooks and teaching . According to the researcher’s analysis of the contents of textbooks and the teachers’ interviews, this research's discoveries are as follows: 1. The contents of folk arts and its integration presented in the various editions of textbooks in Art and the Humanities domain (1)The temple fair activities are presented in every edition,especially the Shadow Play appears the most frequently. (2)“The human and the society” is integrated as the highest frequency whereas “the human and the family” is integrated as the lowest. (3)“The folk performing arts” is integrated as the highest frequency in the inferior category. (4)There are six inferior categories not presented in related folk arts learning activities, and are to be supplemented and reinforced. 2. Discoveries on the teachers’ interviews (1)Folk arts should be presented in multi teaching contents. (2)The textbooks are the tools for references, the teachers should consider and integrate the local characteristic in folk arts teaching. (3)Unify the related teaching resources and supplement the insufficiency of the contents in folk arts teaching. (4)Folk arts teaching can be offered by multiple references of teaching resources. (5)Folk arts teaching should utilize the local related contents of teaching. Finally, based on the conclusion of this research findings, and in the discussion of the contents of folk arts teaching, transformation of teachers’ teaching, utilization of local resources and so on, we hope to give several aspects of suggestions to editors of teaching materials, teachers and whoever in the future wants to be engaged in the related research.

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YEH, YU-HSUN, e 葉郁薰. "Research on the Effect of Performing Arts Study Project on Arts and Humanities Educators". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/bv7wgp.

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碩士
國立臺北藝術大學
藝術與人文教育研究所在職專班
105
The present study focuses on the long-term program of "Aesthetic Education Plan" implemented by the Ministry of Education in 2014. Consequently, as part of the program, an empowered project for in-service teachers at performing arts discipline—the "Artistic Performing Arts and New Media Art Learning Program" — has been launched by the Taipei National University of the Arts. With respect to the effectiveness of the program, this study aims to illuminate what the concepts of performing arts embedded in those courses are, as well as other dimensions of local cultural characteristics, interdisciplinary innovation and daily life experience deployed in learning materials. In addition, this study explores how the profession and aesthetic capacity of participants as well as effective pedagogies, deployment of divers learning materials and teacher-student collaboration are improved. Those interviewees were in-service teachers and relative educators whom participated in the "national teacher performance art study program". Through semi-structured interviews, classroom observation, and the report of the program, the data collected were analyzed according to the principles of content analysis to provide information about the research questions. Drawing upon "Grounded Theory" as the research method for this study, the analysis leads to three factors which affected participants’ performance: (1) the cognition and experience of aesthetics contributes to the improvement of their aesthetic literacy; (2) the program cultivates their pedagogic capacity on multi-material employment and creative instruction for learners; (3) the collaborative liaison between teachers and learners enhanced the quality of bilateral relationship. In order to provide a more effective program for in-service teachers, the researcher put forward suggestions based on the current study: for education authorities, it is indispensable to provide sufficient resources for the learning and teaching of Arts and Humanities which includes pre-service and in-service teacher education and high priority of arts education in school milieu; for higher educational institutions, a long-term policy on teacher empowerment and the interdisciplinary, multi-phased courses for performing arts teachers are necessary; for secondary schools, the executive administration should provide appropriate learning space and adequate facilities to support students’ learning and encourage teachers to engage in professional growth program.

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Wu, Yueh –Hui, e 吳月惠. "Humanities, Arts and Vitality: the Promotion of Arts Festival in SiehChih Vocational High School". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/t4qu8x.

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碩士
吳鳳科技大學
應用數位媒體研究所
101
In recent years, many regions in Taiwan have applied the arts festival or creative activities to show the local culture and folklore in order to improve region image and promote local tourism. To save traditional culture and to promote local economic development, Taiwan Government has been actively promoting culture creative industry through helping local culture industry transform into local characteristic industry, such as the Ilan toys section, Mazu International Festival, Kenting music festival, Gongliao Ocean Music Festival and so on. Interactive relationship of the humanities, arts, activities, and social/cultural environment is slowly gaining more national attention. The purpose of this study is to review and record the growth trajectory of the “SiehChih Arts Festival” for promoting future activities. The study is gathered through the methods of participatory observation, interviews, document analysis, as well as recording of digital media. Through the digital archives, we can provide the complete record of the “SiehChih Arts Festival” in Taiwan and support tourists to have a more in-depth knowledge of local arts festival.

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Huang, Yutsz, e 黃育慈. "Influences of Elementary School Teachers Involved in Arts Activities on the Arts and Humanities Teaching". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/69339397574531630040.

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碩士
大葉大學
設計暨藝術學院碩士在職專班
99
This research paper is about how strong the influence will have on elementaryschool teachers involving in cultural and artistic activities with his teaching in the field of arts and humanities. The study is based on the questionnaires given toelementary school teachers around Changhua County, and it was analyzed by usingthe Chinese version of SPSS Windows 12.0 statistical. Study found that the main reasons for elementary school teachers participating incultural and artistic activities are to explore knowledge, gain new knowledge, personal interest,etc . Furthermore, the elementary school teachers because of their owncultural activities are meaningful and important, they will actively participate andbecome involved as much as possible.Moreover,the elementary school teachers who participated in the cultural and artistic and humanities activities tend to show more understanding and acceptancy with their students. It has shown an obviousimprovement between the teacher and his students,etc. . Study also found that the higher the age, seniority and participation in cultural events the longer the more the number of elementary school teachers to participate incultural activities the higher the degree of motivation and involvement; professor of arts and cultural areas of sessions per week more , and to participate in the arts activities, the more the number of elementary teachers teaching in the arts andhumanities more favorable attitude. In addition, the Changhua County's class of elementary school teachers for the highest frequency of participation in art activities,arts activities for handicraft classes in the lowest frequency; formulaterecommendations based on these conclusions and provide organized activities, teaching and follow-up studies.

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Goulão, Maria José. "La puerta falsa de América: a influência artística portuguesa na região do Rio da Prata no período colonial". Tese, 2005. https://repositorio-aberto.up.pt/handle/10216/91124.

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YU-TING, LIN, e 林育廷. "Fourth Grade Arts and Humanities Music Theory Textbooks Content Analysis". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9b2456.

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碩士
國立臺北教育大學
音樂學系碩士班
107
This study aims to research the Nani, Kang Hsuan, and Hanlin academician of three versions of Arts and Humanities textbooks on music theory content analysis, with reference to the content of the new curriculum standards, the arts and humanities of grade 1-9 curriculum guidelines, the art of directions governing for the 12-Year basic education curricula divided into three categories , respectively the first rhythm, a roll-call of the second kind (including scales and musical alphabet) and the third kind of music notation (including terminology). To understand the usage of the new curriculum standards, it contrasted the new curriculum standards, the arts and humanities of grade 1-9 curriculum guidelines, the art of directions governing for the 12-Year basic education curricula to compare the difference in three editions textbook. Based on the research results, we found the Kang Hsuan version was contain the rhythm, roll-call, and music notation, and the Hanlin version focus on the music notation, and Nani were major to the rhythm. Based on the correspond of the curriculum standards, Hanlin and Kang Hsuan version comfort to the three kind of them, and Nani just complaint to the arts and humanities of grade 1-9 curriculum guidelines and the art of directions governing for the 12-Year basic education curricula.According to the findings, suggestions related to the implementation of music education in schools are provided.

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18

Carvalho, Inês Silva. "Intervenções contemporâneas em património construído: do conceito ao pormenor". Dissertação, 2015. http://hdl.handle.net/10216/80262.

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Intervention in the built is a current topic and a theme of great relevance not only in the debate but also in contemporary architectural practice. However, in spite of being a recurrent topic of discussion its presentation in architectural publications is often of general nature, leaving behind a deeper analysis of the constructive order and detail options, in their relation with conceptual options.Using theoretical tools and case studies, this dissertation aims to examine issues related to interventions in existing buildings in a contemporary context, introducing a different perspective of analysis and interpretation, in the sense of understanding the work in a wider scope; this is, from the concept to the detail.For a better framework of the analysed works, it was essential to discuss themes related to the contemporary thought about heritage, theories of intervention, the problem of the relationship new-old, and also tectonic, construction and detail aspects ( like material, joint and detail).
A intervenção no construído é um tema de grande atualidade e relevância no debate e na prática arquitetónica contemporânea. No entanto, apesar de ser alvo de recorrente discussão, a sua apresentação em publicações de arquitetura é muitas vezes de carácter global, não sendo aprofundadas opções de ordem construtiva e de pormenor, na sua relação com as opções conceptuais.Com recurso a ferramentas teóricas e estudo de casos, propõe-se investigar questões relativas à intervenção no construído em contexto contemporâneo, introduzindo uma diferente perspetiva de análise e interpretação, no sentido de compreender a obra de forma mais abrangente, ou seja, do conceito ao pormenor.Para um melhor enquadramento das obras analisadas, revelou-se essencial abordar temas relacionados com o pensamento contemporâneo sobre o património, as teorias da intervenção no construído, o problema da relação novo-antigo, e ainda aspetos de tectónica, construção e pormenor (como o material, junta e o detalhe).

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Garcia, Sara Manuela de Araújo. "Os teatros no século XXI - 6 casos de estudo". Dissertação, 2014. http://hdl.handle.net/10216/77245.

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Abstract (sommario):

This dissertation propones an overview on the architectural practise of theaters in 21st century. From the consideration of six european buildings, designed between the end of 20th century and first decade of 21st century, built ou in construction phase, it is intended to create a field of reflection on theatre typology#8217;s contemporary outlook.The work is developed with the presentation, analysis and interpretation of each of the proposed buildings. Their selection was based on the detection of themes that matched the specificities of each case and at the same time formulate a set that would allow a comparative analysis, developed in the conclusion of the dissertation.As so, the following themes are considered, in this order of presentation: Urbanity, Public Space, Form and Image, Programmatic Aggregation, Limits and Atmosphere. In each case, the authors and its disciplinar context are presented, as it is the city in which the buildings are located and its context phisical, social and cultural. Furthermore, it is made an approach to the essencial aspects of each building: placement, programme, distribution and form, developed in relation to the proposed theme of each case.At the end, in terms of conclusion, a synthesis about the observations is made. Putting the six study cases in comparison, parallilisms and divergences are set out, as also the persistencies and tendencies.
Esta dissertação propõe uma abordagem à arquitectura dos teatros no século XXI. A partir da consideração de seis edifícios europeus, projectados entre os finais do século XX e a primeira década do século XXI, construídos ou em fase de construção, pretende-se criar um campo de reflexão em torno do panorama contemporâneo da tipologia teatral.O trabalho desenvolve-se com a apresentação, análise e interpretação de cada uma das obras propostas. A sua selecção teve por base a detecção de temas que correspondessem às especificidades de cada caso de estudo e que, ao mesmo tempo, formulassem um conjunto que permitisse a análise comparativa, desenvolvida na conclusão do trabalho. Assim, por ordem de apresentação, consideraram-se os seguintes temas, cada um deles correspondendo a cada caso de estudo:Urbanidade, Espaço Público, Forma e Imagem, Agregação Programática, Limites e Atmosfera.Em cada obra, apresentam-se os seus autores e respectivo contexto disciplinar, a cidade em que se localizam e o seu contexto envolvente - físico, social e cultural. Para além disto, abordam-se os aspectos essenciais da obra: implantação, programa, organização e forma, desenvolvidos em relação com o tema proposto.No final, em modo de conclusão, sintetizam-se as observações obtidas a partir do estudo das obras e discorre-se acerca delas. Colocando-se os casos de estudo em situação de comparação, denunciam-se paralelismos e desvios e enunciam-se as constantes e tendências.

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20

鄭舜分. "A Study of Elementary School Arts and Humanities Teachers’ Education Beliefs". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/51550938481118030481.

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Abstract (sommario):

碩士
臺北市立教育大學
音樂藝術研究所
94
The purpose of this study is to construct the relationship between Education beliefs and Behaviors on Arts and Humanities teachers in primary school. There are four purposes in this study: general tendency of Arts and Humanities teachers’ Education beliefs and Behavior in primary school, analyze the different Education beliefs and Behavior of Arts and Humanities teachers who are from different backgrounds, discuss the relationship between Education beliefs and Behavior of Arts and Humanities teachers in primary school, and analyze the practice of Arts and Humanities teachers’ Education beliefs and Behavior based on Arts and Humanities Learning Areas Curriculum Guidelines. In this study, we use two methods: literature review and questionnaires; first, organize a “Questionnaire for Arts and Humanities Teachers’ Teaching Condition in Primary School” (including basic data, profile of education beliefs and profile of behavior), according to the result from the discussion inside and outside the country, moreover, referring to the course outlines of Arts and Humanities. We collected questionnaires from music teacher of Arts and Humanities from primary schools that established by government in Tai-Chung. There are 182 questionnaires distributed with 179 replies, among which 175 are effective. By the reliability analyzing, descriptive statistics, t-test, One-Way ANONA, post-hoc comparison of LSD, Person Product-moment correlation and Paired-Sampled T Test of the obtained data, the following conclusions are reached: A) Education beliefs of these teachers in integral, curriculum and teaching, the teacher’s role, and student diversity tend to be aggressive way; but Education beliefs of teacher-pupil relationships are more like traditional way. B) The beliefs of these teachers are different because of their gender, the years of teaching experience, the highest degree they have in music, the highest degree and the year they teach; not because of the position they are holding, the scale of school and the teaching way they use in Arts and Humanities curriculum. C) Education behaviors of these teachers in integral, curriculum and teaching, the teacher’s role, and student diversity tend to be aggressive way; but Education beliefs of teacher-pupil relationships are more like traditional way. D) The behavior of these teachers are different because of their highest degree in music, the position and the year they teach; not because of their gender, the years of teaching experience, the scale of school, and the teaching way they use in Arts and Humanities curriculum. E) The beliefs of these teachers are not totally the same with their behaviors. F) The beliefs of these Arts and Humanities teachers in Curriculum and Teaching are agree with the spirit, except the way of grading and the questions are depend on teachers; the teacher’s role are also the same with the spirit. G) In general, the behavior of Arts and Humanities teachers in Curriculum and teaching and the teacher’s role are the same with the spirit. Finally, based on the results of this study, make several suggestions for educational bureau, teacher training institutions, school and teachers and further study. Hoping this research can be a referential value as far as administration practice and research are concerned.

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21

Ching, Wen Hsien, e 溫嫻靜. "The Application of Web-Based Portfolio in Arts and Humanities Instruction". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/75519720340679869540.

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Abstract (sommario):

碩士
臺北市立師範學院
視覺藝術研究所
92
The advances in technology never change the essence in teaching art; instead, they lead the learning of art and its achievement to a wider view. The art creating process and its creation are closely connected with images and sounds; thus, it becomes a significant study with regard to how to record, retain and share with people art. Now electronic media and internet have found ready access to solving those problems. The researcher consulted documents in August in 2002 and planed to set up the web-based portfolio, “Art Studio”. A year later, related studies and the opinions from users and programmers were further consulted, and a revised edition was then worked out. This paper centers the discussion on the development strategies in Art Studio, based on “the characteristics of arts and humanities in 5th and 6th grades”. Moreover, it also assesses how the satisfaction and the learning achievement are in terms of such functions as collection, feedback, interaction and peer assessment. It is observed that high values from users are placed in Art Studio both in the questionnaires and interviews. As a result, the application of Art Studio in the field of arts and humanities is worth promoting and further studying. The paper also advances the following suggestions so as to be the reference and the application someday on the development of Art Studio for its follow-up researchers. (1) For teachers: (1.1) Invite parents and other teachers to participate in the project and act as instructors together. (1.2) Develop a student-centered as well as student-leading discussion so as to reach the aim of active learning. (1.3) Demonstrate objectivity and impartiality while peer assessment across classes is being held. (1.4) Note down where and how often the learner uses it; understand the learner’s attitude and method. (2) For programmers: (2.1) Design a more human friendly interface for an easier manipulation. (2.2) Add variety to the networked peer assessment. (2.3) Adjust the timing for the assessment result after the networked peer assessment. (2.4) Expand the functions of Art Studio to enhance the learner’s interest and keep a more complete study record. (3) For schools: (3.1) Hardware: Establish several network-linking computers in the classrooms of team class and special subjects. Ensure greater safety and stability of campus network. (3.2) Software: Allow more teachers to use the developing modules in Art Studio. Finally, directions for future development of this system are proposed for follow-up studies. (1) The Organization and Assessment of Student’s Networked Learning Portfolio (2) The Conformity of Teacher’s and Student’s Portfolios

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22

Liu, Yuchen, e 劉又禎. "Content Analysis of Textbooks in Arts and Humanities of Elementary School". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/58016713737287425385.

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Abstract (sommario):

碩士
國立屏東教育大學
教育學系碩士班
101
The purpose of this research was to conduct the content analysis on the textbook series curricula which are taught in the music classes for Elementary school Arts and Humanities field on a nine-year-in-a-row basis in Taiwan. The researcher focused on textbooks of three versions from Nan-I, Kang-Hsuan and Han-Lin, with eight books each version, in the field audited by the Ministry of Education in 100th Class Year. The emphasis was to analyze the general editorial circumstance of the textbooks in Arts and Humanities field in each version and study the contents and characteristics as they present in the three main curricula of visual arts, music, and performing arts. The research was a convergence of the related reference with respect to the content and characteristic for a discussion, and with a method of “Music Curricula Content Analysis Table of Elementary School Arts and Humanities area textbook series.” The conclusion of the research was stated below: 1.Of all the three main courses in the field of arts and humanities for the textbooks, the music courses account for the most proportion, followed by the visual arts and performing arts. 2.In the aspect of music materials, singing occupies most of the portion in all three textbook series, with less proportion for ear training and creative activities. 3.On a basis of version toward music materials, ear training and music notation take the most part in Han-Lin’s textbook series, while performing and singing take the lead in which of Kang-Hsuan. In addition, the creative activities and music appreciation hold the most proportion of content in Nan-I’s version. The result had demonstrated that, in the textbooks of arts and humanities, the music courses take up the most part of the curricula. Therefore, increasing the proportion of visual arts and performing arts was highly suggested. The editors of textbooks should note that keeping a balance between the main three individuals as a whole cannot be over-emphasized. Furthermore, in the music teaching materials, the portion for ear training and creative activities is relatively inadequate. Instructors were encouraged to provide the students with diverse learning resources and environment in order to cultivate the ability of creation and thinking for the educated.

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23

Fang, Chen Yi, e 陳怡芳. "The Content Analysis of The Second-stage Arts and Humanities Textbooks". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/97595907735257595255.

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Abstract (sommario):

碩士
國立新竹教育大學
美勞教育研究所
98
This study conducted content analysis of the second-stage arts and humanities textbooks (for first and second semesters of Grade 3 and Grade 4 in elementary school education). The subjects were arts and humanities textbooks approved by Ministry of Education during the academic year of 2008. From textbooks published by Nan-I, Kang-Hsuan, and Han-Lin, 12 textbooks (4 from each) were selected. Based on the guidelines for Grade 1-9 Integrated Curriculum released by Ministry of Education in 2008, this study analyzed the content of these textbooks in four dimensions, namely expression exploration, basic concept, art and historical culture, and arts and life, using content analysis and document analysis methods. The findings from analysis of the selected second-stage arts and humanities textbooks are as follows: In the dimension of “expression exploration”, all textbook editions emphasize exploration of “expression media” in visual arts and “singing skills” in musical arts; Nan-I and Kang-Hsuan editions pay more attention to “expression words of sounds and the body” and Han-Lin editions stress “improvisation and creative methods” in exploration of performing arts expressions. In the dimension of “basic concepts”, Nan-I editions emphasize “design elements” and “aesthetic forms”, while Kang-Hsuan and Han-Lin editions are focused on only “design elements” in visual arts; Nan-I editions pay attention to “exploration of music sources”, Kang-Hsuan editions stress cultivation of “musical senses”, and Han-Lin editions are focused on “notes recognition” in musical arts; Nan-I and Kang-Hsuan editions stress “combination of a series of variable actions” and Han-Lin editions highlight “performance with all necessary contextual elements” in performing arts. In the dimension of “art and historical culture”, all textbook editions pay attention to appreciation of “art works” in visual arts, learning of “music of different races” in musical arts, and “performing types” in performing arts. In the dimension of “arts and life”, all textbook editions stress realization of “aesthetics of life” in visual arts, experience and learning of “acoustic characteristics and habits of different objects” in musical arts. In performing arts, Nan-I editions are focused on “planning of performing arts activities” and “collection and application of data related to performing arts”, while Kang-Hsuan and Han-Lin editions are centered on learning of “planning of performing arts activities”.

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24

LI, JHEN-YI, e 李貞儀. "Eighth-Grade Arts and Humanities Curriculum Cooperative Learning of Action Research". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12842714381273657859.

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Abstract (sommario):

碩士
國立新竹教育大學
音樂學系碩士班
98
The purpose of this study is to discuss the possibility and effectiveness of applying cooperative learning into arts and humanities curriculum. And also, by using action plan, we can improve the problem that we’re encountering right now. We provide the opportunity for students to help one another when doing this research. And by watching movies, telling storied and talking about music, we can coordinate those with our life experiences closely, in order to help them in wanting to learn more and maybe have some ideas of art. According to the research method, we chose an eighth-grade of arts and humanities, and used two ways, which were cooperative learning and action research, altogether to solve the problem happened when teaching. We’ve collected the information that we needed which was used as a basis for this research during study period which was Feb.-May in 2009. The result were: Cooperative learning in the classroom to enhance student participation, positive changes in attitudes towards learning, and the result were in positive relationship; at the same time, cooperative learning enhance the students’ social and work skills. For this research, it is not only a new teaching method, but also a new opportunity for self-examination and the driving force for progress. Follow-up research suggestion: the implementation of cooperative learning to improve teaching methods should be prepared in advanced and integrate school resources. Time management in the study and many other factors beyond the control should be listed out first in order to complete the study more.

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25

蔡文欽. "The Application of Web-based Learning in Arts and Humanities Areas". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/39257460284028448198.

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Abstract (sommario):

碩士
臺北市立師範學院
視覺藝術研究所
92
The purpose of this study is to discuss the curriculum design, mode of instruction, effects of learning of web-based instruction and learning in primary school Arts and Humanities Areas using Taipei County K-12 Digital School. By way of literature review and action research, this study discusses the meaning of Arts and Humanities Areas, art education, Humanism, web-based learning, and design an internet course: Local Artist of Damshui－Chen Jin Huei, combining system function of K-12 digital school. The subject of this study consists of 62 six-grade students at Taipei County Damshui Town Deng Kong Elementary School. After observed and documented the process of action research, this study made conclusions and suggestions for Arts and Humanities Areas of network instruction and learning in the future.

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26

Huang, Chien-Tai, e 黃千玳. "A Survey Study of Arts and Humanities Textbooks Used by Performing Arts Teachers in Junior High Schools". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/uwyd25.

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Abstract (sommario):

碩士
國立臺北藝術大學
舞蹈理論研究所
97
This study intends to explore the current use of Arts and Humanities textbooks by performing arts teachers in junior high schools and to conduct a survey on the teachers’ opinions about their use of Arts and Humanities textbooks and the factors that influence the using styles. In view of the purpose of this study, the author compiled a “Questionnaire on Current Condition and Opinions on the Use of Arts and Humanities Textbooks by Junior High School Performing Arts Teachers” and conducted in-depth interviews with selected volunteer subjects after the statistic analysis of the data. The main conclusions drawn from this study are as follows: 1.The conditions of Arts and Humanities textbooks used by junior high school performing arts teachers: The most widely used version of textbook was the "Kang Hsuan Edition." The main reason for the use of textbooks was "The publisher provides resources to support teaching." “Sometimes” rated as the highest among all use frequencies of Arts and Humanities textbooks. “Preparation before class” rated as the highest among all situations of the use of Arts and Humanities textbooks. “Cultural understanding” rated as the highest among all instructional activities. Most teachers designed their lessons and would adjust the number of hours and the class sequence accordingly. Most teachers would actively manage to teach units that are not their expertise. In the aspects of Age, Academic Major, Teacher Certification Track, Conditions of the Specialist Classroom, and Year to become formal performing arts teachers, the results showed significant differences. 2.The opinions on the use of Art and Humanities textbooks by junior high schools performing arts teachers: Most teachers thought the textbooks include more drama contents. The highest satisfaction level found in the Learning Objective was “Aesthetic appreciation and comprehension.” The highest satisfaction level found in the Textbook Contents was “Complete and correct contents selected from representative material.” The highest satisfaction level found in the Teacher’s Manual was “Providing clear and specific unit objectives, teaching methods, and activity design.” Senior teachers had higher satisfaction levels in the Need of Textbook, Textbook Contents, and Teacher''s Manuals. 3.The factors on the use of Arts and Humanities textbooks by junior high school performing arts teachers: The aspect of Student Factor was most concerned, and the male teachers were more affected by the Student Factor than female teachers.

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27

Huang, Cyuan-Jhih, e 黃詮智. "A Content Analysis study of Visual Arts Curriculum in Arts and Humanities Textbook of Junior High School". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/05704763295868296666.

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Abstract (sommario):

碩士
國立臺中教育大學
教育學系課程與教學碩士班
104
This study was designed by the content analysis to understand the current junior high school study in the field of Arts and Humanities fourth stage textbook content, including Kang Hsuan Edition, Han Lin Edition and Yu Cheng Edition. The process of the research is to analyse the four dimension of literature and the use of arts and humanities, including "performance ", "basic concept ","Art and History Culture ", and "Art and Life " teaching materials, category preparation table, and analyze the content of each version of the textbook. The results of this study are as following: the materials on " performance" dimension the highest proportion is " skill" in each version textbooks, and Kang Hsuan Edition content distributed equally, Kang Hsuan and Han Lin Edition of the materials on "basic concept" dimension distributed equally, too.The materials on "Art and History Culture" dimension the highest proportion is " the practical application of visual art" in each version of the textbook; The materials on " Art and Life" dimension the highest proportion of each version of the textbook is " art criticism". Based on the study results, the suggestions are as following: Teachers are advised to understand the various versions of textbooks, teaching materials distributed in the selection of textbooks circumstances, Seeking the balance of the content in textbooks, And 12-year basic education literacy core , learning focus and course objectives as the main to creat situational materials, The educational administration institution can edit or provide materials to enhance the teacher’s ability of selecting textbook. Finally, the researcher based on the conclusion make the suggestion to other researches in the future that about study object, research topics and research methods.

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28

Chen, Ying-Ming, e 陳英明. "A Study of the Influence of Collaborative Learning in Arts and Humanities on the Professional Growth of Arts and Humanities Teachers – with NanTz Primary School as an Example". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/85140877421406203849.

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Abstract (sommario):

碩士
國立中山大學
教育研究所
92
A Study of the Influence of Collaborative Learning in Arts and Humanities on the Professional Growth of Arts and Humanities Teachers – with NanTz Primary School as an Example Chen Ying-Ming Graduate Institute of Education National Sun Yat-Sen University Abstract The purpose of this research is to examine the influence of the collaborative learning practice in arts and humanities curriculum in elementary school on the professional growth on the teachers of the subjects. The research employs action research as the methodology, with Nan Tz Primary School, Kaoshiung as the objects and the Head of the school as the researcher. In the observation of the collaborative learning in classes, the difficulties and problems arisen in the collaborative learning are located for further research. With the current situations concerning the teachers and students in collaborative learning and related materials, analysis is conducted. Further, interviews are also employed for profound understanding. In this research, a 5-scale questionnaire is employed. Concerning scores, positive marking is adopted; 4 is given to a perfect match, 3 for a majority match, 2 to a part match, and 1 for a minority match. The answers that do not match don’t count. The average is 2. The questions with an average over 2 are inclined to be regarded as positive identification. Meanwhile, for those with an average lower than 2 are inclined to be regarded as negative identification. There are 10 valid questionnaires. The testing is conducted with a self-compiled questionnaire. A pretest is undertaken with the teachers as testees before the beginning collaborative learning curriculum. When the class collaborative learning ends, the post-test is conducted. In this research, the findings of the pretest and posttest concerning the collaborative learning in arts and humanities curriculum are as follows: (1) The research discovers that the teaching plan and course design concerning the arts and humanities curriculum, the professional “teaching knowledge”, including the understanding and applications of the nature and implications concerning the terrain of arts and humanities, the teachers possess are unclear. (2) The research discovers that concerning the issue of collaborative learning, the teachers show to have difficulties and lack motivations in the aspects of the operation of teaching media, the arrangement of multidimensional evaluation, and the employment of multidimensional evaluations, the employment of teaching resources to assist instruction, and the professional capability—“teaching abilities” the teacher faces, including soft and hardware equipment, especially in the use of media and the creation of learning situations, etc. (3) To review the profession as problems, as a reflection in teaching, the input of time in class preparation and “teaching attitude,” including the teachers that stick to the traditional teaching method, the teachers that are not willing to spend time and energy in using the new teaching method, etc. These problems will lead to the lessening of enthusiasm in teaching. (4) According to the research findings, it is discovered that collaborative teaching in arts and humanities curriculum can allow the teachers to understand the meanings, essence, and importance concerning professional growth. (5) After employing collaborative learning in arts and humanities, teachers in elementary schools can follow the circulatory process of “plan>teaching>observation>reflection>amendment”. Following this process, they can keep improving; and the teachers team can work in teams habitually, as part of the teaching goals, design of syllabus, and sharing their concepts. They can also keep cooperation in teaching activities to elevate the teaching knowledge, teaching abilities, teaching attitudes, to promote the teachers’ growth. Eventually, according to the research results suggestions future development is given to education units, school executives, and future researchers concerning the professional growth. Keywords: arts and humanities, collaborative learning, teaching professionalism, professional growth

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Goulão, Maria José. "La puerta falsa de América: a influência artística portuguesa na região do Rio da Prata no período colonial". Doctoral thesis, 2005. https://repositorio-aberto.up.pt/handle/10216/91124.

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30

Chang, Yu-Cheng, e 張育誠. "Performing Arts Course in Arts and Humanities in Combination with Tabletop Games-Taking Taiwan's Hearts as an Example". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/xvb56s.

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31

Yang, Jen-Hsiu, e 楊仁秀. "Action Research on International Education in Fifth Grade Arts and Humanities Curriculum". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/12453601786503328871.

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Abstract (sommario):

碩士
國立中正大學
教育學研究所
102
This research intends to understand the development and implementation of international education in fifth grade arts and humanities curriculum, through action research in teaching. The goal is to investigate students’ learning effectiveness and teachers’ feedback and reflection, after international education was incorporated into arts and humanities curriculum. Based on observations in teaching scenes and further analysis, students are lacking in active caring in others’ wellbeing and global awareness. It is hoped that the implementation of the curriculum could provide an opportunity to observe if students’ learning effectiveness could be improved. This research adopts action research, and the targets are two fifth grade classes, a total of forty-nine students. Qualitative methods also apply to evaluate if the curriculum achieve its intended goal in raising students’ learning effectiveness. During the research, the researcher incorporates materials of international education into multimedia arts and humanities curriculum. Teaching is conducted through group discussions, group projects and project presentations, and student interviews, learning sheets and feedbacks were collected and analyzed to evaluate learning effectiveness. Four conclusions have been drawn from this research: 1.Through situational analysis, the strengths and limitations of the arts and humanities curriculum can be outlined. 2.Lesson design is based on two major themes, international education and arts and humanities education. Class content design is based on students’ experience; materials include multimedia and a variety of teaching methods. 3.Course implementation shows combined teaching materials with life experience and timely adjustment are beneficial to effective learning and building a complete teaching program. 4.Evaluation shows that the course is beneficial in raising students’ learning effectiveness; international education in arts and humanities is beneficial in raising students’ learning effectiveness as well.

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32

Lin, Hung-chin, e 林宏錦. "A Study of Taiwan Aboriginal Music in Current “Arts and Humanities” Textbooks". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/74912410819141073698.

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Abstract (sommario):

碩士
國立臺南大學
音樂教育學系教學碩士班
96
The aim of this study is to investigate the applications of Taiwan aboriginal music in the elementary and middle high schools. The purposes of this study are:(1) measuring the proportion of the aboriginal music in the textbooks, (2) analyzing the music contents of songs, and explores the situation as well as the way to perform them, and (3) examining their teaching applications and the appropriateness of these applications. Fifty four volumes of textbooks are examined in the study, covering three publishers, namely Nani, Kang Hsuan, and Han Lin, from the first grade to the 9th grade. Through content analysis of each song, this study examines the information of its category, texture, lyrics, range, rhythm, meter, interval, length and possible teaching applications. Then, Excel and SPSS are used to assess the proportion of the aboriginal songs in the textbooks, the proportion of the songs for each tribe, the distribution of song categories, and texture distribution. Furthermore, interviews with aboriginal music professionals are conducted island wide. Among 11 tribes 15 professionals agree to participate in the interview. The results are list as follows. First, the number of the aboriginal songs covered in the textbooks is 44, which is 3.03% of the total songs. In terms of the publishers, the Nani’s textbooks cover the most songs while the Han Lin has the least. In the meanwhile, not every tribe has its songs in the textbooks, and the Amis have the most songs (38.64% of the total aboriginal songs). Besides, the distribution of the songs across grades is not even. Second, in terms of functional category of the song, drinking songs occur most. As to the singing format, the majority of the songs are monophonic. In addition, the curricula also cover the following singing styles: call-response songs, drone bass in the polyphonic singing, triads or overtone in iv the harmonic singing, and unison plus choir. As to the situation to perform the music, the aboriginals mostly sing these songs for casual entertainments. Third, teaching applications includes singing, theory cognition, music appreciation, different cultures awakening, instrument playing, harmonic ear training, and music creating. Among these applications, most teaching focuses on singing, and theory teaching is the next. Nevertheless, creating music and ear training are not emphasized in the class teaching. Further, the interviews with the aboriginal music professionals reveal that the source of the some song is wrong, while the pronunciation in audio CDs or translation of the song could be wrong. Moreover, it is found that some typical tribe songs are not covered in the curricula. These deficits need to be corrected in the next edition of printing.

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33

Chao, Hui-Ching, e 趙慧菁. "Arts and Humanities of Sixth Graders Music Appreciation Computer Quiz Questions Preparation". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/70721484530013334731.

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Abstract (sommario):

碩士
國立臺中教育大學
教育測驗統計研究所
101
For promotion national accomplishment policy that to respond to soon in the middle of 12 years of national mendatory education, researcher thinks that attaches importance to music appreciation education is to be the effective way. Therefore, the purpose of this research is to exam whether the music appreciation basic ability is established in the elementary school years. Subjects of this study are the sixth graders in elementary schools. Music appreciation in music education is to provide artistic and cultural field of the study. Teachers can therefore pay greater attention to the students in the music appreciation. As the result, making the teaching quantity promoted. The researcher adopted digital computerization examinations instead of the traditional paper tests, It is therefore making subjects can take the examination in the network. In this study, students in different cultural backgrounds (indigenous and non-indigenous) and different experiences in music learning (those who have referring to whether ever joined the school musical activities or studies of musical instruments) as well as students using different versions of textbooks, are to see whether the test results have the significant difference. This research took place in Taipei, Taichung and elementary school sixth graders in Nantou Xinyi Township. The total effective samples are 718 students. The contents in music appreciation are divided in five major essential factors: Melody, Musical form, Sound , Rhythm and Effort. In the test, each essential factor has 5~6 questions, and 27 questions in total. In the end of the test the results are tested by SPSS software carries on the paired samples t examination. The results of this study are: (1) Examination item difficulty is moderate. Cronbach's α = 0.815, in confirming reaching higher authorities of its credibility. (2) The students in different cultural backgrounds shows that the non-indigenous students have higher tests results than the indigenous students. (3) Students who have extra music learning experiences outside schools achieved higher test results than those who don't. (4) The use of different versions of textbooks shows no significant differences in test results.

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34

Sosibo, Samantha Nokuthula. "Factors influencing user acceptance of online encyclopaedias in the arts and humanities". Thesis, 2015. http://hdl.handle.net/10321/1191.

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Submitted in fulfillment of the requirements of the Master of Technology Degree in Information Technology, Durban University of Technology, Durban, South Africa, 2014.
This study aimed to explore user factors that may influence attitude and behaviour where technology acceptance is concerned. The Technology Acceptance Model (TAM) Framework was used as a tool to map this degree of acceptance in relation to the design of the current Encyclopaedia of South African Arts, Culture and Heritage (ESAACH). ESAACH is an encyclopaedia intended to address the dearth of reference material in South African arts, culture and heritage studies (ESAACH.org.za). The encyclopaedia is divided into broader areas of research such as: verbal arts, performing arts, visual arts, and heritage. It was originally established as a tool to provide support for education in arts, culture and heritage. There has been an increase in interest in the ESAACH online resource platform. This has resulted in the need to capture user perceptions and attitudes on the site in order to provide guidelines on the improvement of the site and to make usage of the encyclopaedia easier and less frustrating. The researcher investigates English Language Proficiency, Perceived Ease of Use and Perceived Usefulness and Computer Self-Efficacy as factors that influence an online user’s attitude towards intention to use and acceptance of an online encyclopaedia. There have been concerns expressed by website designers that because users may not be fully acquainted or familiar with using the Internet in general when accessing information, they anticipate some resistance or reluctance to make full use of available online content. The study included the administration of an online survey to a sample of 149 students from the Arts and Design and Library Information Studies departments whereby their demographics, antecedents and precedent constructs of the TAM were tested for co-relationships of user’s intention regarding usage and acceptance of the website. The TAM model was used as a tool to determine: whether a positive confidence in the students’ English language proficiency would affect intention to use the encyclopaedia and to predict whether positive Computer Self-Efficacy is an indicator for a positive effect regarding Ease of Use and/or Perceived Usefulness. Results confirmed that users perceived Computer Self-Efficacy as a positive contributor to the usefulness of the ESAACH online encyclopaedia. Although no significant relationship between English Language Proficiency and Perceived Ease of Use was demonstrated, the need for a design which caters for sensitivity to the language of users was identified.

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35

Yu, Sheng-Hui, e 游勝惠. "The Research to the Aesthetic Cognition from the Viewpoint of Aesthetic Value for Elementary School’s Arts and Humanities Teachers--To Cite from Arts and Humanities Teachers of Taipei City". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95680544560303115428.

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碩士
國立臺北教育大學
音樂教育學系碩士班
96
This research is intended to motivate teachers of arts and humanities to do more profound thinking towards aesthetics education by aesthetic exploration, which reinforces contrete and meaningful self-correction and reflection during teaching process. The act of the exploration is also expected to realize aesthetic dimensions concerning the fields of arts and humanities. This research is based on the exploration of the relevant literature which is also the basis of designs for the tools of the study to establish the theories and the structure of the research. It was carried out by adapting the method of general survey, through which on-the-job teachers of arts and humanities in 143 grade schools in Taipei were chosen as the primary group. The survey tool, the questionnaire, entitled: “Aesthetic Cognition of Grade School Teachers of Arts and Humanities in Taipei City” includes three dimensions: “Idea for Aesthetic Education,” “Implementation of Aesthetic Education” and “Teacher’s Professional Growth.” Effective sampling data is based on the analysis of the following methods: number of distribution, percentage, average, standard deviation, T-test, and one way ANOVA and so on. 1. Within these three dimensions, it showed that surveyed teachers did possess highly consistent cognition in regard to ideas for aesthetic education. Nevertheless, they scored lower than expected in implementation of aesthetic education. And there were considerable discrepancies observed in the professional growth. 2. Teacher’s personal variables induced discrepancy for overall aesthetic cognition; graduates from arts related disciplines (music, visual arts) scored higher than those of non-arts background. And those with master’s degrees also scored higher than those without master’s degrees. 3. As for implementing aesthetic education, those visual art major graduates scored higher than those music major graduates. 4. As for professional growth, those who have taken aesthetic courses which offer credits for the past three years, scored higher than those who haven’t. After cross-referencing literature theories with investigative research outcome, the following are the conclusions for this study: 1. A arts and humanities teacher should possess basic conviction in regard to the essence and value of arts. 2. A arts and humanities teacher should possess ideas for aesthetic education. 3. A arts and humanities teacher should delve into aesthetic perception, and be able to obtain teaching material from rroundings, and provide students with art works rich in both plurality and diversity. 4. A arts and humanities teacher should be aware whether the teaching possesses effective aesthetic-cultivating capabilities and awareness for it, and is devoted to creating learning environment immersed in aesthetic atmosphere. 5. A arts and humanities teacher should provide students with analytical capabilities for imbedded culture and meaning of expression for art works. Through further discussing and repudiation, students are capable of expressing ideas and emotions for works of art. 6. A arts and humanities teacher should appraise students’ performances of various arts, with open-mindedness and multi-assessment techniques. 7. A arts and humanities teacher should take the initiative in self-advancement and diversified capabilities in communication, and be creative in teaching and is capable of realizing aesthetic experience in life. 8. A arts and humanities teacher should actively participate art relevant trainings and activities, and develop capabilities and approaches to information application. 9. A arts and humanities teacher should explore aesthetic theories to promote art teaching to higher levels. Based on the analysis and induction of the study, the researcher has had concrete proposals as to the future researchers, school administrators and educational authorities. Keywords: aesthetics, aesthetic education, aesthetic cognition

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36

You-Siang, Chen, e 陳佑翔. "The Study of Elementary School Teacher's Practical Knowledge in Arts and Humanities Area : Visual-Arts Education as an Example". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/58211089699909559971.

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碩士
臺北市立教育大學
課程與教學研究所
95
This thesis is mainly to investigate two Visual-Arts teacher’s practical knowledge on Arts and Humanities Area. Basically, the purposes of the thesis are: To explore the content of teachers practical knowledge. To analyze the factors which affected the way how teachers practical knowledge were constructed. To understand teachers’ self-cognition on the curriculum revolution. The method of a case study that is mainly narrative research oriented is adopted for this study. The most common used ways to collect the research data are: observations, interviews , and documents analysis, The researcher's noted down. After collecting and interpreting data, the results are indicated as follow findings: 1.The content of teachers practical knowledge on Visual -Arts teacher includes : knowledge of self , knowledge of curriculum and instruction , knowledge of learners and knowledge of milieu of teaching. A knowledge of self is the main direction. 2.The results indicate that formation of Visual-Arts teachers practical knowledge were” their professional education background” and” the accumulation of the teaching experience”. 3.Teachers can identify different sensations on the curriculum revolution. To teach the students according to their “professional confidence in teaching” and” accumulation of the teaching experience”.

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37

Santos, João Daniel Osório dos. "Social Environment for Arts Education and Research". Dissertação, 2015. https://repositorio-aberto.up.pt/handle/10216/83516.

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Os ambientes de aprendizagem atuais seguem uma organização tradicional, onde há alguém responsável pelo controlo da plataforma, o administrador, alguém responsável pelos conteúdos disponibilizados, o professor, e alguém para absorver o conhecimento transmitidos pelo professor, os alunos. Este sistema nega aos estudantes a oportunidade de compartilhar os seus conhecimentos e contribuir para o ambiente de aprendizagem.Discutir os resultados de investigação e trabalhos realizados é uma das atividades mais benéficas para a melhoria das capacidades dos estudantes de artes, bem como os ajuda a expressar melhor os seus pensamentos e ideias. As limitações impostas pelos ambientes de aprendizagem impedem os estudantes de partilhar os seus trabalhos, especialmente no caso de partilha de diferentes conteúdos multimédia, tais como imagens, vídeo e ficheiros de áudio.Os Ambientes de Aprendizagem Pessoal (PLEs) podem superar a maioria das dificuldades dos ambientes de aprendizagem atuais, no entanto, as ferramentas estão dispersas por diferentes plataformas e ninguém usa as mesmas ferramentas, dificultando a colaboração e partilha de conteúdo entre indivíduos.Nesta dissertação exploramos a oportunidade de criar um ambiente de aprendizagem social, a fim de superar a maioria das lacunas dos sistemas de gestão de aprendizagem e para reduzir a necessidade de utilizar ferramentas dispersas, das quais os ambientes de aprendizagem pessoais dependem. Isto permitirá aos alunos compartilhar diferentes conteúdos multimédia entre eles, permitindo que o seu trabalho seja visto e usado pela comunidade e, ao mesmo tempo, desenvolver o pensamento crítico. Além disso, o problema de comunicação entre os alunos a partir de locais remotos e de ensino à distância é também abordado aqui.Para construir este ambiente social, Drupal, um Sistema de Gerenciamento de Conteúdo (CMS), está a ser utilizado, o que nos permitirá estender as suas funcionalidades, de modo a ser capaz de permitir que os alunos compartilhem o seu trabalho em grupos, contribuindo com o seu conhecimento e permitindo-lhes postar conteúdo e comunicar de uma forma mais conveniente. Diferentes abordagens de como estender a implementação do Drupal são estudadas, e os seus benefícios e desvantagens são comparados.A plataforma final foi testada por membros do NEA (Núcleo de Educação Artística), uma organização que atua na educação e investigação artística, e mais tarde por alunos de seus cursos. Como esperado, esta solução irá ajudar a alcançar uma comunicação mais eficiente entre os alunos, permitindo uma partilha mais fácil de conteúdos, despertando a criatividade e raciocínio crítico dos mesmos, removendo a necessidade de utilizar diferentes ferramentas localizadas em ambientes dispersos. No entanto, esta solução não visa substituir as ferramentas para criação e edição de conteúdo. Também foi provado que esta solução serve de apoio à educação à distância e deixa em aberto a possibilidade de usá-la para Cursos Online Massivos e Abertos (MOOC).
Current learning environments follow a traditional organization where there is someone in control, the administrator, someone responsible for the content available, the teacher, and then someone to absorb the knowledge transmitted by the professor, the learners. This system denies students the opportunity to share their knowledge and contribute to the learning environment.Discussion about research results and work done is one of the most beneficial activities to improve art student's capacities and helps them express their thoughts and ideas. Limitations imposed by the learning environments prevent students from sharing their work, especially to share different multimedia contents such as images, video and audio files.Personal Learning Environments (PLEs) can overcome most difficulties of current learning environments, however, tools are spread in different platforms and no one uses the same tools, difficulting collaboration and content sharing between individuals.In this dissertation we explore the opportunity to create a social learning environment in order to overcome most learning management systems handicaps and to shorten the need for disperse tools in which personal learning environments depends. This will allow students to share different multimedia content with each other, enabling their work to be seen and used by the community and, at the same time, improving critical thinking. Furthermore, the problem of communication between students from remote locations and distance learning is also addressed.In order to accomplish such environment, Drupal, a Content Management System (CMS), is being used, which will allow us to extend its functionalities in order to be able to allow students to share their work in groups, to contribute with their knowledge allowing them to post content and to communicate in a more convenient way. Different approaches to how to enchant Drupal are studied and their benefits and downsides are compared. The final platform has been tested by members of NEA (Núcleo de Educação Artística), an organization which takes action in arts education and investigation, and later by students from their courses. As expected, this solution will help achieve a higher communication between students, allowing easier sharing of contents and awake creativity and critical sense, removing the necessity to use different tools located in different environments, however it will not substitute tools for content creation and editing. It was also proven that this solution can suite distance education and even the possibility to use it for Massive Online Open Courses (MOOC) is left open.

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38

Santos, João Daniel Osório dos. "Social Environment for Arts Education and Research". Master's thesis, 2015. https://repositorio-aberto.up.pt/handle/10216/83516.

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Abstract (sommario):

Os ambientes de aprendizagem atuais seguem uma organização tradicional, onde há alguém responsável pelo controlo da plataforma, o administrador, alguém responsável pelos conteúdos disponibilizados, o professor, e alguém para absorver o conhecimento transmitidos pelo professor, os alunos. Este sistema nega aos estudantes a oportunidade de compartilhar os seus conhecimentos e contribuir para o ambiente de aprendizagem.Discutir os resultados de investigação e trabalhos realizados é uma das atividades mais benéficas para a melhoria das capacidades dos estudantes de artes, bem como os ajuda a expressar melhor os seus pensamentos e ideias. As limitações impostas pelos ambientes de aprendizagem impedem os estudantes de partilhar os seus trabalhos, especialmente no caso de partilha de diferentes conteúdos multimédia, tais como imagens, vídeo e ficheiros de áudio.Os Ambientes de Aprendizagem Pessoal (PLEs) podem superar a maioria das dificuldades dos ambientes de aprendizagem atuais, no entanto, as ferramentas estão dispersas por diferentes plataformas e ninguém usa as mesmas ferramentas, dificultando a colaboração e partilha de conteúdo entre indivíduos.Nesta dissertação exploramos a oportunidade de criar um ambiente de aprendizagem social, a fim de superar a maioria das lacunas dos sistemas de gestão de aprendizagem e para reduzir a necessidade de utilizar ferramentas dispersas, das quais os ambientes de aprendizagem pessoais dependem. Isto permitirá aos alunos compartilhar diferentes conteúdos multimédia entre eles, permitindo que o seu trabalho seja visto e usado pela comunidade e, ao mesmo tempo, desenvolver o pensamento crítico. Além disso, o problema de comunicação entre os alunos a partir de locais remotos e de ensino à distância é também abordado aqui.Para construir este ambiente social, Drupal, um Sistema de Gerenciamento de Conteúdo (CMS), está a ser utilizado, o que nos permitirá estender as suas funcionalidades, de modo a ser capaz de permitir que os alunos compartilhem o seu trabalho em grupos, contribuindo com o seu conhecimento e permitindo-lhes postar conteúdo e comunicar de uma forma mais conveniente. Diferentes abordagens de como estender a implementação do Drupal são estudadas, e os seus benefícios e desvantagens são comparados.A plataforma final foi testada por membros do NEA (Núcleo de Educação Artística), uma organização que atua na educação e investigação artística, e mais tarde por alunos de seus cursos. Como esperado, esta solução irá ajudar a alcançar uma comunicação mais eficiente entre os alunos, permitindo uma partilha mais fácil de conteúdos, despertando a criatividade e raciocínio crítico dos mesmos, removendo a necessidade de utilizar diferentes ferramentas localizadas em ambientes dispersos. No entanto, esta solução não visa substituir as ferramentas para criação e edição de conteúdo. Também foi provado que esta solução serve de apoio à educação à distância e deixa em aberto a possibilidade de usá-la para Cursos Online Massivos e Abertos (MOOC).
Current learning environments follow a traditional organization where there is someone in control, the administrator, someone responsible for the content available, the teacher, and then someone to absorb the knowledge transmitted by the professor, the learners. This system denies students the opportunity to share their knowledge and contribute to the learning environment.Discussion about research results and work done is one of the most beneficial activities to improve art student's capacities and helps them express their thoughts and ideas. Limitations imposed by the learning environments prevent students from sharing their work, especially to share different multimedia contents such as images, video and audio files.Personal Learning Environments (PLEs) can overcome most difficulties of current learning environments, however, tools are spread in different platforms and no one uses the same tools, difficulting collaboration and content sharing between individuals.In this dissertation we explore the opportunity to create a social learning environment in order to overcome most learning management systems handicaps and to shorten the need for disperse tools in which personal learning environments depends. This will allow students to share different multimedia content with each other, enabling their work to be seen and used by the community and, at the same time, improving critical thinking. Furthermore, the problem of communication between students from remote locations and distance learning is also addressed.In order to accomplish such environment, Drupal, a Content Management System (CMS), is being used, which will allow us to extend its functionalities in order to be able to allow students to share their work in groups, to contribute with their knowledge allowing them to post content and to communicate in a more convenient way. Different approaches to how to enchant Drupal are studied and their benefits and downsides are compared. The final platform has been tested by members of NEA (Núcleo de Educação Artística), an organization which takes action in arts education and investigation, and later by students from their courses. As expected, this solution will help achieve a higher communication between students, allowing easier sharing of contents and awake creativity and critical sense, removing the necessity to use different tools located in different environments, however it will not substitute tools for content creation and editing. It was also proven that this solution can suite distance education and even the possibility to use it for Massive Online Open Courses (MOOC) is left open.

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39

Hui-chi, Liu, e 劉慧琪. "A study of integrating post-modern perspective with Arts and Humanities curriculum in Primary Education.－taken the fifth grade Arts and Humanities curriculum at Danshuei Elementary School as an example". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/65029183349967799448.

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碩士
國立臺北教育大學
藝術學系碩士班
97
It has been recognized there are various dilemmas existed in the Art and Humanity curriculums as well as the primary education. Many believe there is a great gap between the Arts and Humanities curriculum based on the reformed Nine- Year Integrated Curriculum and the current practices of post-modern perspectives. Therefore, post modern perspectives were attempted and integrated in an on- site education for this action research in order to study the practice and its education values that lies within. In the research, various references and the characteristics of post modern perspective curriculum were studied. Based on the characteristics, a Community Restorations project was designed and carried out by fifth graders at Danshuei Elementary School. Then based on the developments and the experiences thru the on site education practice, a study of post modern perspective curriculum in primary education as well as related education values was conducted,. The research findings are listed as follows: A. Post modern perspective curriculum is viable in Primary Education; however, a longer duration for this curriculum is required for it to be effective. B. The seven characteristics of post modern perspectives must be interwoven, and together they have a synergy effect in the curriculum. C. The underlying education values of post modern perspectives curriculum are listed as follows 1. Helping students develop the abilities of self-interpretation and self-construction. 2. Propelling teachers to cross boundaries, make self-introspections, and achieve professional growth. 3. Improving an Arts and Humanities curriculum to be more esthetical, liberal, and righteous

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40

Afrikaner, Christiana Deliewen. "Positive Changes in Arts Education in Namibian Schools". Tese, 2017. https://repositorio-aberto.up.pt/handle/10216/102586.

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41

Afrikaner, Christiana Deliewen. "Positive Changes in Arts Education in Namibian Schools". Doctoral thesis, 2017. https://repositorio-aberto.up.pt/handle/10216/102586.

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42

Hsu, Wen-tzu, e 許文滋. "The Construction of Arts and Humanities Curriculum Evaluation Indicators in Junior High Schools". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66775868262994115518.

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Abstract (sommario):

碩士
國立臺南大學
教育學系課程與教學碩士班
99
As the grade 1-9 Curriculum was getting start, the design and performing abilities of teachers had become more and more important. The empowerment of teachers made them become more and more independent, thus the quality of curriculum and the development of curriculum evaluation had an essentialtendency. In order to establish the evaluation criteria of arts curriculum, first, we develop the evaluation criteria for the stuffs related in the field of education, so that the effects of the evaluations would become more accurate, effective, and objective. Third, curriculum framework and indicators of curriculum evaluation was established through progressing by literature review. Moreover, we called up a 18-member Delphi technique team which was included experts in the related field of education, education evaluation, school administrators, teachers from arts advisory group, and the arts teachers from junior high school and was gotten two times questionnaire surveys. Then the “evaluation criteria for arts and humanities education of junior high school” was constructed with four areas which contained curriculum planning, curriculum design, curriculum realization, and curriculum effects, fourteen domains and 76 indicators. The quality and effects of curriculum depend on the curriculum evaluation, so that they could achieve the goal of education. Finally, according to the research findings, recommendations were proposed for for the educational authorities, the school administrators and for further research.

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43

SHU-CHEN, CHIANG, e 江淑真. "The Research on the Humanities and Arts of Temple in Lion's Head Mountain". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66369269466381647770.

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碩士
玄奘大學
宗教學系碩士在職專班
98
ABSTRACT Field research was conducted on this dissertation which divides the art study of Lion’s Head Mountain into six chapters. Except the first chapter for exordium and the last chapter for conclusion, the second chapter introduced the history and geographic positions of eleven temples distributed over the front and rear parts of Lion’s Head Mountain. The religion of the front part temples integrates Confucianism, Buddhism, and Taoism. There are five temples in front part presently managed by the Juridical Person of the Quan Hua Temple, Lion Mountain, Nan Zhuang Township, Miaoli County. In the beginning of establishing the Quan Hua Temple, it has been discussed to build three sacred temples, Heaven (Quan Hua Temple), Hell (Fu Tian Temple), and Western Pure Land (Kai Shan Temple) in thirty years, and to start two social businesses on medicine and education. The main religion of the six temples in rear part is Buddhism, and each of them is managed independently and irrelevantly. The third chapter introduced the eminent Buddhist who influenced the religious development of Lion’s Head Mountain. Master Miao Chan of Jin Gang Temple was a versatile monk who was capable of writing poetry, sculpting, and constructing. Master Hui Xing, the youngest abbot of Yuan Guang Temple, became a monk as a teenager whose contribution for the development of Buddhism was to organize an important buddhistic reference book, Da Zang Hui Yue. Master Pu Xian, the incumbent abbot of Yuan Guang Temple, is proficient in many languages, skilled in preaching the sermon and also the very first person to preach in Central and South America. Master Dao Zhi, the incumbent abbot of Jing Jue Temple, grew up in Wan Fo Temple of Lion’s Head Mountain, who was competent at narrating reincarnation stories at the age of seven. Master Chan Xun, the incumbent abbot of Wan Fo Temple, masters the Chinese medicine which attracts numerous followers. The development of the front part of Lion’s Head Mountain was attribued to Huang Kai Lang, the establisher of Quan Hua Temple, and the next three generations of his family. The incumbent board chairman, Huang Jin Yuan, manages the front part of Lion’s Head Mountain in a progressive way, promoting the Lion’s Head Mounatain through the internet. The fourth and the fifth chapters compared and generized the statues and temple buildings from the perspectives of art style. The study was focused on the Buddhist statues according to the main religion in Lion’s Head Mountain is Buddhism. The building decorations, including stone carving, woodcarving, painting, etc; these art works which reflect the temperary religious beliefs and regarded as cultural assets. The Lion’s Head Mountain which is rich in religious beliefs, temple building arts and abundant species is like an encyclopedia for people to learn and to explore.

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44

LU, Chun-Jen, e 呂純仁. "Elementary School Learning Project of Arts and Humanities: Teacher Perspective of Kaohsiung City". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/77022760490751990090.

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Abstract (sommario):

碩士
國立高雄師範大學
成人教育研究所
100
Abstract The research aims at exploring teachers in Kaohsiung elementary schools of their effectiveness of implementing the arts and humanities deep plowing learning project: (1) to explore teachers in Kaohsiung elementary schools of their effectiveness of implementing the arts and humanities deep plowing learning project, (2) to analyze of the effects of different demographic factors on the perceived effectiveness of the project implementation This study used questionnaire survey methods, the population was elementary teachers of 71 elementary schools which applied the arts and humanities deep plowing learning project for 100 Academic Year. A stratified random sampling method was employed according to school size,37 elementary schools were drawn, and 231 teachers were surveyed.The research tool was the self-created “Kaohsiung elementary schools of their effectiveness of implementing the arts and humanities deep plowing learning project survey questionnaire”, 231 valid questionnaires were completed with response rate of 98.29%. The collected data was analyzed with descriptive statistics and One-way ANOVA by using the software SPSS for Windows version 14.0, the major results were summarized as follows: 1. Most teachers who attend Kaohsiung elementary schools arts and humanities deep plowing learning project aren’t from art-related professional fields. 2. The relevance of Kaohsiung elementary schools teachers in arts and humanities deep plowing learning project is in medium to high degree level.(higher than average)”Resource Provision and operation” is the highest About the “courses and teaching measurement”,” Plan effectiveness and feature” and “Administrative measures and operations” are in descending order. The lowest is “Teacher professional growth”. 3. Kaohsiung elementary school teachers have significant difference in implementing effectiveness of arts and humanities deep plowing learning project because of the different educational background. The relevance of implementing effectiveness on the Degree of Institute of Education is apparently higher than General Institute and teachers of University; The relevance of implementing effectiveness on the position of “Teacher and director” is apparently higher than “teacher and Section Chief”,” homeroom teacher” and “subject teacher”; the elementary school teachers of Continuous participating plan is apparently higher than newly-apply participating plan. participating plan is apparently higher than newly-apply participating plan.The research made specific recommendations according to research results, offering competent educational authority and elementary schools to promote arts and humanities deep plowing learning project, and reference for further research Keywords: arts and humanities deep plowing learning project, art education

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CHEN, KE-DONG, e 陳克東. "Action research on calligraphy teaching in junior high school's arts and humanities area". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x26rez.

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Abstract (sommario):

碩士
國立臺灣藝術大學
書畫藝術學系
106
Abstract This study aims to sort out the difficulties and successful strategies of calligraphy teaching by researching on calligraphy teaching in junior high school curriculum and calligraphy teaching related researches. It is expected to develop effective calligraphy teaching methods and tactics through the design and practice of calligraphy teaching. Calligraphy curriculum in junior high school belongs to Mandarin area; however, the aesthetics, cultures and histories in calligraphy make it fall in with the area of Arts and Humanities more. Through action research, the study tries to develop the calligraphy curriculum that is suitable to practice in Arts and Humanities areas and can at the same time match the objects of Mandarin area in junior high school. After the researching, the result of data analysis and induction proves that the practice of junior high calligraphy curriculum in Arts and Humanities area can reach the objects of both Mandarin and Arts and Humanities areas. The research also indicates that the curriculum can enhance students’ interests in learning calligraphy. For the Mandarin area, learning calligraphy helps students to understand the evolution of Chinese characters and its history and culture. Meanwhile, practicing running script and regular script can help students memorize the structures of Chinese characters. As for the Arts and Humanities area, students can understand the common points in visual art and calligraphy from their combination, cultivate the abilities to appreciate and criticize calligraphy and its extended works, and apply what they’ve learned to their creation, considering the layout of characters, the properties of ink and personal thoughts to create meaningful works.

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46

Hsing, Yu-Chen, e 邢育甄. "An Action Research on the Musical Theater Props Design into Arts and Humanities". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/97399362627770535354.

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Abstract (sommario):

碩士
華梵大學
工業設計學系碩士班
103
The 2014’s aesthetic education provides learners with the ability to perceive, explore, experience, understand and practice beauty. Also, the music theater is an integrated embodiment of musical arts and humanities curriculum goals. In addition, it can inspire the children's ability of imagination and reflection, of which design thought is rooted into the art education of primary school. In this study, it takes the action research as an approach to design a set of arts and humanities integration curricula and perform theatrical play for senior students in the elementary school with the aid of “Little Red Sox and Smiley Wolves” music theater. The result shows in three aspects. Firstly, by analyzing the norm of the musical props design, it can improve the students to comprehend the approach and goal of the design, and also enhance the dramatic effect on the stage. Secondly, with the help of musical props design and stage performance, students can build the image of role personality and the design thought can be rooted into their minds by props design course. Finally, through use of the correction of musical props design curriculum, it can gain more interest in the field of musical art and humanities classes.

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47

TING, YANG YA, e 楊雅婷. "Action Research on Integrated Arts and Humanities Learning Curriculum by Using “Picture Book”". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/2875x4.

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Abstract (sommario):

碩士
國立臺東大學
兒童文學研究所
97
Action Research on Integrated Arts and Humanities Learning Curriculum by Using “Picture Book” The purpose of this study was implementing the meaning of “teacher as researcher” by utilizing "picture books" to integrate the 3ed grade curriculum of Arts and Humanities learning domain. The Arts and Humanities domain instructor clarified and faced their doubts of grade 1st to 9th curriculum from performance process. This study used two picture books "Gulliver's Lilliput Adventure" and “The Quilt Maker's Gift” as research tools for 24 3ed grade students as subject. The researcher on this study holed the spirit of “learning by doing” and “thinking by doing” to prove the relative teaching ideal concepts to operator the teaching processing that used “Gulliver’s Lilliput Adventure” for test unit and “The Quilt Marker’s Gift” for formal instructing unit. The method of this study based on action research. This study collected information by interview records, observation records, teaching logs, reflection notes, questionnaires survey, learning papers, and student works. The results of using "picture books" to integrate Arts and Humanities Learning Curriculum were as followed: 1. In teaching value aspects: A) could increase motivation for children to learn and encourage children cognitive learning. B) could integrate arts learning and stimulate the potential of multiple intelligences C) could be inspired the ability of creative thinking and cultivate the spirit of the initiative to explore. D) might raise children esthetic sentiment and cultivate humanities accomplishment.　 E) could promote the relationship between teacher-student interaction and comfort moodiness to have the pleasant sensation. 2. In practice aspects A) It was specific and achievable way to integrate Arts and Humanities learning domain with picture books. B) When the teachers engaged in curriculum design should be familiar with all stages meaning of the competence indicators and transferred curriculum goals into teaching unit 3. In curriculum development strategy aspects A) The integration model that teachers might consider as reference was flexible. B) Teachers should use a variety of strategies to create a good effective story-telling learning motivation. 4. In Action Research Aspects A) This study conformed "exploration and performance", "aesthetic and comprehension", and "Practice and Application" for learning goals. B) From the correspondence of “art learning content” and “stage competence indicators”. It realized the research programs showed the proportion of integration of the balance in the visual arts, music and performing arts. C) Most of students showed their interesting in learning and achieved goals from students’ reflection notes, and the students also spent break time to borrow books voluntarily after class. Through the action research process, the researcher deeply experienced to the "teacher as researcher". Every Teacher was the key man for education. If current teachers can gain appropriate guidance and assistance, it can effectively to solve the practical problems on education, and promoted teachers professional knowledge as well. Key words：picture books, integrate, Arts and Humanities domain、 Action research

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48

賴瓊瑜. "The Design and Development of Using Interactive Whiteboard in Arts and Humanities Teaching". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78687089167671233405.

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49

chiu, yu-chen, e 邱玉貞. "The research of applying creative dance in arts and humanities in primary schools". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/19631956044846023473.

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Abstract (sommario):

碩士
國立臺北教育大學
藝術與藝術教育學系碩士班
95
The dance education hopes to develop personality and inspire potential inner ability through the progress of exploring the relationship between one’s self, one’s body and the sensation of the environment. On the other hand, visual arts education adopts “people” as the core to investigate the correlation between people and the living environment. Through the application of fine arts and progress of investigation, analysis, and synthesis, the integration of people and environment is achieved. Both dance education and visual arts education investigate the correlations between people and the others, people and the environment through activities. By so doing, the core meaning of lives is understood. The researcher adopts creative dance as the bases to investigate the application of curriculum in arts and humanities. The researcher has consulted previous researches to design the curriculum integration of creative dance and visual arts. Then, action research is carried out to a class of Year four students in a primary school. The data of teaching activities, observations, interviews, questionnaires, and worksheets are used for in-depth analysis. The research results are as below: 1. The common concept of fine arts elements can be used as the designing concept of arts and humanities curriculum integration. 2. The application of creative dance in arts and humanities curriculum can enhance students’ visual arts learning. 3. The application of creative dance in arts and humanities curriculum can diversify teaching contents. 4. The curriculum design based on creative dance and visual arts can promote students’ learning interests. 5. Students show more concentrations and work more efficiently when the lesson plans of this research are applied. Finally, based on the research findings, the recommendations are provided for further researches and for teachers as teaching references.

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50

Huang, Ching-Fang, e 黃靜芳. "A Study of Music Curriculum Plan and Material Design in Arts and Humanities". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/23448268970347592301.

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Abstract (sommario):

碩士
國立臺灣師範大學
音樂學系
93
Abstract By investigating the music curriculum plan and material design of Arts and Humanities learning area in junior high school, the education rationale and goal of “Nine-year Consistent Curriculum” with “Curriculum Standards” were realized in this study. Furthermore, the curriculum plan and materials design could be achieved by distinguishing the difference between “integrated curriculum” and “subject curriculum”. Finally, questionnaire and interview surveys were used as the research methods. Through arranging reference and processing data, the curriculum development project that combines the advantages of subject curriculum and integrated curriculum is proposed. Findings and conclusions of this study are as following: 1. Curriculum rationale: At present, Nine-year Consistent Curriculum matches the need of individuals in different environment, and offers the direction and guide on teaching. However, due to the difficulty of objectively understanding, the competence indicators can’t conform to the cognitive development of students and the approval of music teachers. Therefore, Ministry of Education should not only revise the competence indicators, but also state them by grades and subjects. 2. Curriculum plan: The survey shows that teachers think the “collaborative work” and “subject curriculum” are the most effective methods in teaching. Moreover, based on students’ abilities and content’s characteristics, the best teaching effect can be approached by expanding to other connective disciplines. 3. Teaching material design: According to the literatures and questionnaire, the content of the textbook have some problems that need to be solved, including the institutional framework, teaching materials, and teaching activities. Teachers and editors should devote themselves to modify these drawbacks and to improve the textbook quality. In addition, to satisfy actual demand in teaching, teachers should supply the relevant teaching materials which are designed by them. 4. Supplementary measures: The teacher-training organization should offer the opportunities of various domains. Besides, building multiple channels of further education and teacher qualification are necessary in this stage. Especially in performance art course, teachers are insufficient at present. 5. Curriculum development principles: The competence indicators should be stated by grades and subjects. Curriculum plan should follow the rules of integration and flexibility. Teaching material design should adopt the advantages of integrated curriculum and subject curriculum. Teacher competency should emphasize on professional and independent principles. Based on the research results, suggestions for music teachers and future researchers are offered, as well as suggestions for education policy.

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Tesi sul tema "Humanities and the Arts"

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