The Promotion of Session 1 of the Five-Year Aesthetic Education Project (2014-2018)
In August 2013, Session 1 of the Five-Year Aesthetic Education Project was announced in order to encourage schools at all levels to carry out aesthetic education and to create an interdepartmental cooperative system in aesthetic education. Through interdepartmental cooperation, the expectations of aesthetic education are to actively cultivate our people with artistic and aesthetic literacy, to uplift our national competitiveness, to strengthen aesthetic courses and experiences for learners, to create campus environments with aesthetic education, and to enhance the aesthetic competence of educators. Actions related to the achievement of these expectations have been undertaken as follows:
I. The Strengthening of Aesthetic Courses and Experiences for Learners
i. Aesthetic Education Courses
In combination with guidance groups and academic subject cluster centers, and through curriculum development and course design, the Ministry of Education has organized an age-appropriate, coherent and connective aesthetic education curriculum in the 12-Year Basic Education Curriculum Guidelines. The Ministry of Education has promoted different promotional projects related to aesthetic courses for all school levels in order to implement the experimental courses in aesthetic education, and to set up a model course as an example. The Ministry of Education has implemented the Promotional Project of Aesthetic Education, the Interdisciplinary Experimental Courses in Aesthetic Education in Secondary Schools Development Project, and the Foundation of Aesthetic and Artistic Education in Preschools Project, in order to enrich learners’ diverse sensory experiences of daily life, and thus inspire learners to observe, reinterpret, appreciate, express, and share their own experiences.
ii. College & University Youth Working Teams for Aesthetic Education in Remote and Isolated Areas
In accordance with the spirit and content of the 12-Year Basic Education Curriculum Guidelines, there are three major components of content in the field of art. The basis of the life aesthetics course design is the foundation of creative courses, which is combined with art teaching education units and professional art discipline departments in all colleges and universities. It is hoped to achieve the following purposes: cultivate future employees in the field of art education with professional knowledge and skills in the field of art education, and carry out professional pre-service teacher training, and aesthetic courses teaching, with experiences in remote and isolated areas on the basis of profound aesthetic professionals.
iii. The Promotion of All Types of Artistic and Cultural Groups to Embark on Tours in Secondary Schools
The Ministry of Education has cooperated with accredited artistic and cultural groups, and colleges and universities related to the arts, to plan performance activities and how these activities should be presented, which is in accordance with the art curriculum in primary and junior high schools. These performances tour are presented in schools located in remote and isolated areas which are adopted by colleges and universities in the near area. In this way, student opportunities to participate in artistic activities are expected to be increased, thus creating a stronger bond between art and our lives and enhancing student aesthetic literacy.
iv. The Implementation of National Artistic Competitions for Teachers and Students
The Ministry of Education has implemented 7 major competitions: the MOE Literature and Arts Creation Award, the National Student Music Competition, the National Competition of Folk Song for Teachers and Students, the National Student Creative Drama Art Competition, the National Student Art Competition, the National Student Picture Book Creation Competition, and the National Student Dance Competition. About 238,000 people participate in these competitions every year, which demonstrate student learning outcomes.
v. The Establishment of the Instrument Bank – Instrument Repair and Exchange System Database
Schools in remote and isolated areas which have less accessibility to hardware resources like instruments. Therefore, in 2015, the Ministry of Education developed the Instrument Bank – Instrument Repair and Exchange System Database. Schools at all levels are encouraged to submit requests for instrument requirements, and search for second-hand or currently not-in-use instrument donations, which may be exchanged through the matching system platform after repair. The reasons for this are: to expand the numbers of students learning music in schools, to promote the mobility of instrument resources, to help the efficient promotion of music education, to enhance students’ competence of music appreciation, and to increase student opportunities for aesthetic experiences.
vi. The Subsidization of Diverse Art Education Activities
The Ministry of Education hopes to discover talented individuals in all areas of art and to encourage the implementation of various educational art activities. The major subsidization is mainly for promoting regular art education in schools or social art education activities. The subsidy is also prioritized for activities in remote and isolated areas.
II. The Creation of Campus Aesthetic Education
In 2016, the Campus Aesthetic Education Project was founded to help guide schools in three areas: the official policy, academic units, and to address local features particular to each campus. This project has assisted in developing aesthetic activities on campus, establishing teamwork guidance missions, related affairs in areas, and related systems. Schools which received subsidies have been equipped with a balance between natural environments, the culture in local places, the requirements of schools, and the overall visual aesthetics. Through environmental education, student literacy could be enhanced, learning motivations can be developed, learning outcomes can be strengthened, specific features of schools can be manifested, and a sense of identification of their own learning environments can be uplifted. From 2016 to 2017, 43 schools were offered a subsidy. The project has been promoted in 3,885 schools in 22 municipalities, cities or counties, and addresses the topic of how to create a campus equipped with a balance between natural environments, the culture in local places, the requirements of schools, and the overall visual aesthetics.
In order to assist schools at all levels, and society in general to gain awareness of the Campus Aesthetic Education; and to understand the related education policy and practical measures in the international world, the 2018 MOE Campus Aesthetic Education Documents of International Cases Exhibition & the Education Forum of Campus Aesthetic Education was held for the first time. 4 nations were invited: Germany, Japan, Belgium, and Austria. There were 12 schools in total (6 international schools and 6 excellent schools of our nation selected from 2016) which together organized this event. At two 2018 MOE Campus Aesthetic Education Documents of International Cases Exhibitions, there were 8,367 visitors in 33 days. And there were 819 participants in the Education Forum of Campus Aesthetic Education.
III. The Enhancement of Educators’ Aesthetic Competence
Through measures such as: systematic courses, teaching research programs, engaged experiences, research, discussion on cases, cooperative preparation and learning, and practical actions, educators’ aesthetic insights and practical competences can be broadened, and continuously refined. The Ministry of Education established participating in art and aesthetic competence workshops for educators to participate in, including the Aesthetic E-book Development for Educators at all School Levels Project, the Performing Arts and New Media Art Workshops for Teachers in Junior High and Senior High Schools Project, and the Aesthetic Education Promotional Lectures for Educational Administrators and Teachers in High Schools Project. Also, the Ministry of Education has promoted usage of resources related to aesthetic education at all school levels, including research into online learning courses, and sharing of aesthetic education course examples, and has also invited the Compulsory Education Counseling Group to recommend teaching materials for aesthetic and art education for on-line workshops for teachers and students. There are seed schools and featured preschools in 22 municipalities, cities, or counties. The root of aesthetic education has been set up in preschools in 22 municipalities, cities or counties, with 105 preschools in total.
The Strengthening of Cooperative System in Aesthetic Education between Central and Local Governments
Since 2017, the MOE Subsidization to Municipality, City or County Governments in Implementing the Aesthetic Education Project has been carried out. It is hoped that through the schools, local governments and the central government, the information platform of these three levels could be accelerated, and thus expand the aesthetic influence. In response to the integration and organization of art education affairs, in 2018, the Subsidization to Art and Culture Teaching Sprout Project in Primary and Junior High Schools, and the Subsidization to Municipality, City or County Governments in Implementing Aesthetic Education Project were combined together, to display the greatest effect of these resources.
The Introduction of Resources from Private Sectors and Inter-departmental Sectors to Promote Art and Aesthetic Education
I. The Implementation of Workshops in Cooperation with XUE XUE Foundation The XUE XUE Together – Taiwan Art and Culture Education Enlightenment Project, and the Taiwan Culture Colors and Practice in Life Enlightenment Project have been undertaken. The teacher aesthetic tour workshops have been carried out by MOE and XUE XUE Colors. Workers in culture offices, designers, artists, and the team of XUE XUE Colors also delivered lectures related to the following topics: culture and history exploration, browsing the beauty of cities, investigations of colors in diverse places, visual descriptions, and social care, all in order to encourage teachers to carry out research into culture color teaching materials. Through excellent pilot color teachers leading students to create the Touching Chinese Zodiac Sign Paintings, students’ participation in creation and activities of aesthetic experiences could be promoted.
II. The Promotion of Aesthetic Education in Cooperation with Quanta Culture & Education Foundation
The Quanta Immersed in Creativity (IIC) brought art into campus by actions. In cooperation with museums and artists from both foreign countries and of our nation, abundant cultural resources have been altered into diverse measures, such as: organizing educational exhibitions with art prints appropriate for primary and junior high school students, carrying out illustration meetings and teacher training workshops, cultivating pilot students as art exhibition guides, setting up teaching teams, and establishing the Quanta Immersed in Creativity Award which demonstrates the positive value of aesthetic education. The range of the benefits for students and teachers were expanded to all primary, junior high and senior high schools, in 22 municipalities, cities or counties. Teachers and students could thus make contact with art, spontaneously and at ease, and could have a balanced physical and mental development. Meanwhile, the MOE and the IIC aimed at functioning as innovative education facilitators, and encouraged schools to hold exhibitions in combination with interdisciplinary courses. Via creative teaching methods, children are assisted in diverse learning and creative thinking.
III. The Promotion of Culture and Aesthetic Experience Education in Cooperation with the Ministry of Culture
In order to both increase students’ learning opportunities of art and culture experiences, and to broaden their learning horizon, the Ministry of Education and the Ministry of Culture have promoted education of culture experiences together. In 2017, the Interdepartmental Working Team of Culture Experience Education Project, was established, which aims at uplifting the outcome of the culture experience education promotion through the integration of related resources of art experience education from the Ministry of Education and the Ministry of Culture. In May 24, 2018, the Art Search Together – MOE Promotion of Implementing Aesthetic Experience Education Project in Primary and Junior High Schools was announced. Resources of arts and cultural venues of the Ministry of Education and the Ministry of Culture, of the National Palace Museum, and of other arts and cultural venues (including artists or professional artistic groups), have been combined to develop culture and aesthetic experience courses. Professional consultations and advice offered by teacher education universities have also been utilized to assist the course development. After the operation and revision of courses, the participating units could upload related information on the matching website Hit Ar-i-t Off, to provide schools to undertake matching issues and operational affairs.
IV. The Starting up of “Fun Beauty Series – Student Art Carnival” in Cooperation with the Ministry of Transportation and Communications
To promote the outcome of art education in schools, and to convey the aesthetics to the society, in 2018, the Ministry of Education and the Ministry of Transportation and Communication cooperated for the first time to develop the activity Fun Beauty Train Station – Student Art Carnival. In a combination of works of the MOE Literature and Arts Creation Award, the National Student Art Competition, and the Nationwide Students’ Picture Book Creation Award, students’ art group exhibitions and activities have been displayed in the lobby of the first floor of Taipei Main Station. This not only presented the art creation of the new generation in Taiwan, but also the beauty of Taiwanese art and culture to the back and forth passengers.
V. Light Culture Travels in National Palace Museum
The inter-departmental cooperation with the Ministry of Education, and the National Palace Museum, have combined for special exhibitions, in order to encourage and provide subsidization to students in remote and isolated schools to visit the National Palace Museum, and thereby to strengthen their aesthetic experiences. In 2018, the special cooperation project has offered the assistance and subsidization to about 3,800 teachers and students in 59 schools located in remote and isolated areas in total.
VI. The Beauty Corners Achievement Exhibition
The main concept is Beauty: Life and Learning, which explains that the aesthetic feelings start from observing the items in our lives, including different aspects such as: eating, dressing, living, and moving. The concept that aesthetics is life points out that beauty can be the motivation of learning. From August 2, 2018 to September 9, 2018, there was the aesthetic education outcome exhibition entitled Every Lesson in Life in the Huashan 1914 Creative Park in Taipei, and in the Pier-2 Art Center in Kaohsiung respectively. The content of this exhibition, including the aesthetic exploration by hundreds of teachers and students, aimed at conveying the belief that aesthetic education starts from an aesthetic awareness.
The Announcement of the 2nd Session of the Five-Year Aesthetic Education Project (2019-2023)
In October 2018, the 2nd Session of the Five-Year Aesthetic Education Project was announced, continuously in accordance with the course teaching, support system, and the improvement of the aesthetic environment of the 1st Session Project. The main concept of this project is Aesthetics is Life, Starting from Childhood – Integration of Various Fields – Connection with the International World. This project will organize, establish, and manage a communication platform of aesthetic education in order to strengthen the connection expanding support system of aesthetic education in schools and their connection to central and local government. Through the connection between school and its surroundings, the aesthetic literacy of educators can be enhanced comprehensively; the aesthetic education in daily lives can also be strengthened. There are 4 main strategies included in this project: the support system, the cultivation of talented individuals, the curriculum and activities, and learning environments, as well as 16 action programs.