英文摘要 |
This research attempted to explore the effect of “infusing future imaginationinto visual arts instructional program” on the imagination and drawing skills of theelementary school students. This research used a quasi-experimental, nonequivalentpretest-posttest control group design. The subjects were fifth grade students inelementary school in Taipei City and subdivided into experimental and control groups:24 in the experimental group receiving a future imagination-infused visual arts lessons,and 24 in the control group receiving the regular visual arts instruction. The instrumentsused in this study were the Imagination Tests, Imagination-Disposition Scale, andDrawing Performance Ability Rating Scale. The pretest and posttest data were analyzedusing ANCOVA; the qualitative data such as teachers’ reflective notes as well asstudents’ works and feedback on courses were collected, categorized, and interpreted.The main findings were as follows: 1. the imagination-infused visual arts instructionhelped develop the elementary school students’ imagination. 2. The imagination-infusedvisual arts instruction improved the elementary school students’ drawing skills. 3.Participants in the experimental group held more positive attitude towards the programof imagination-infused visual arts instruction. This paper summarized the conclusions ofpractical implications of the findings and recommendations for further research. |