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A study of a Visual Culture Art Education model for promoting creativity and critical thinking skills in the senior high school context

項目計劃:
優配研究金
項目年份:
2018/2019
項目負責人:
劉仲嚴博士
(文化與創意藝術學系)
A study of a Visual Culture Art Education model for promoting creativity and critical thinking skills in the senior high school context

We do not know how effective VCAE is and teachers do not know how to use VCAE to teach. A VCAE model is necessary for knowledge transfer, but one has not yet been established. By developing such a model the proposed study will bridge the gap between theory and practice. It will also help to bridge the gaps between students’ learning, their everyday socio-cultural life and the real world.

There is a gap between the traditional art education model and the needs of contemporary society. The main content of Discipline-based Art Education (DBAE), developed by art educators in the 1980s-90s, has been adopted by the Hong Kong Education Bureau since 1996. The aim of DBAE is to educate students to become an elite in high/fine arts. However, the assumptions in DBAE about art education fail to justify the use of a modernist paradigm for teaching and learning art in the postmodern era. Art educators criticise DBAE’s monotype mode of teaching for producing students who do not have the ability to think critically. Since DBAE celebrates only modern art and culture, it fails to fulfill the needs produced by the rapid changes that take place in contemporary society and in the students’ social lives. It cannot cultivate the higher order thinking or visual literacy skills that students require to appreciate and interpret artworks, and to create meaning about society and themselves. As a new model for art education, art educators claim that Visual Culture Art Education (VCAE) facilitates students’ critical thinking skills and creativity related to their daily, postmodern lives. It critically reflects the complexity of the relationships between students’ social lives, everyday life experiences and the visual images they encounter. The aim of VCAE is to nourish critical, reflective and creative thinking skills to prepare the new generation with the level of visual literacy they need for the 21st century. In the long run, VCAE can provide an educational method that nourishes students’ critical and interpretive abilities to suit the needs of Hong Kong culture. However, we do not know how effective VCAE is and teachers do not know how to use VCAE to teach. A VCAE model is necessary for knowledge transfer, but one has not yet been established. By developing such a model the proposed study will bridge the gap between theory and practice. It will also help to bridge the gaps between students’ learning, their everyday socio-cultural life and the real world. This study will adopt a design-based research methodology, combining quantitative and qualitative approaches, to examine the effectiveness of VCAE and to identify its teaching and learning approaches. Data collection and evaluation methods include pre-test, post-test and delayed post-test evaluations of students’ portfolios, observations, interviews with teachers and students and document analysis. Senior high schools, teachers and their students will be involved in the study.