Through classroom observation and self-reflection, the researcher identified several challenges in elementary ink painting instruction: students’ unfamiliarity with ink media and their tendency to develop resistance, and the fact that lessons often remain confined to teacher demonstration and imitation. In response, the researcher sought to reconstruct fifth graders’ understanding and learning of ink painting creation through constructivist-oriented teaching, with the aim of improving instruction and curriculum design, paying closer attention to students’ learning processes and outcomes, and thereby establishing the motivation for this study. This study adopts a qualitative educational action research approach to examine an upper-elementary ink painting curriculum integrated with constructivist-oriented teaching, focusing on (1) curriculum design and planning, (2) the challenges teachers encounter in instruction and the corresponding coping strategies, and (3) students’ learning processes and outcomes. The curriculum integrates constructivist-oriented teaching into the elementary visual arts program and is organized into four units: introduction to the medium, thematic features, interdisciplinary integration, and self-directed creation. A total of 20 lessons were implemented with a regular fifth-grade class. Data were triangulated and analyzed using observation records, interviews, learning portfolios, learning products, and the teacher’s reflective journal. Through this series of lessons, the study aims to guide students toward deeper inquiry, self-constructed knowledge, and a stronger sense of identity with and appreciation for the value of ink media.

Authors:
Cun-Yu Xue, National Taiwan University of Arts, Taiwan

About the Presenter(s)
My name is Xue Cun-Yu from Kaohsiung, Taiwan. I earned a BFA in Calligraphy and Painting Arts at National Taiwan University of Arts and am pursuing a master’s in Arts and Humanities Education.

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