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Abstract
This study employs action research methodology to examine the integration of Hakka cultural elements into visual arts pedagogy within early childhood educational settings. The researcher-practitioner implemented a bespoke curriculum incorporating Hakka cultural motifs into visual arts instruction across heterogeneous age cohorts.
The study's objectives are to:
1.Elucidate the curricular design paradigms for synthesizing Hakka cultural content with
visual arts instruction for early learners.
2.Evaluate the pedagogical efficacy and learner reception of visual arts instruction
imbued with Hakka cultural components.
3.Conduct a phenomenological analysis of children's responses to the experiential
integration of Hakka culture within the visual arts educational milieu.
4.Engage in critical reflection on the implications of research outcomes for pedagogical
praxis.
Salient findings encompass:
1.The synthesis of Hakka cultural elements with localized community resources through an interdisciplinary curricular framework enhanced the contextual relevance of visual arts activities, thereby augmenting learner engagement.
2.A summative artistic exhibition, encapsulating the visual arts curriculum, elicited substantial parental approbation and learner enthusiasm, while elevating the artistic representation of Hakka cultural heritage.
3.Post-implementation data indicate heightened learner propensity for artistic creation and increased willingness to explore diverse artistic modalities.
4.The study underscores the necessity for temporal flexibility in artistic exploration and the imperative of providing developmentally appropriate creative materials to accommodate varying ontogenetic trajectories.
Keywords: Hakka Culture, Early Childhood Aesthetic Domain, Visual Arts Education
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