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Abstract
This study was designed to investigate the multi-cultural themes integrate into printmaking courses. Students explore through a wide range of topics, and by rich art prints re-learning, and they are expected to promote their relevant knowledge and ability about the multi-cultural learning.
This study is a Teaching Action Research. A total of 30 third-year students is the object of the study. It was performed in 11 weeks during a third-year term including 22 sections of integration teaching activities. At last, the researcher analyzed from the students’ scales, interviews, questionnaires, works and the observational records written by the researcher in the classroom, and summarized the value and meaning of teaching multi-cultural theme prints, the effects of implementation, and the points that a teacher develops the curriculum should pay attention to.
The researcher found that learning printmaking and multi-cultural themes complement each other. It can be highly effective to improve students’ multi-cultural knowledge and abilities by theme curriculum that interests them and printmaking courses fit their development of ability. Besides, to appreciate different kinds of art prints can expand students’ cultural horizons of art. On top of that, the process of hand-making prints can meet not only students’ curiosities but also the desires to challenge themselves. Meanwhile, students are able to build self-confidence about art learning. Cleaning up after class helps them cultivate abilities to do things and responsible attitudes. In addiction, the game of the printmaking process enhances the relationships between parents and children and the friendships among peers. Finally, the works of students’ creation make their daily lives more beatiful.
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