A Model for the Instructional Factors of Curatorial Teaching in Design Education

Autor/inn/en	Lin, Chia-Hua; Huang, Hsiao-Ching
Titel	A Model for the Instructional Factors of Curatorial Teaching in Design Education
Quelle	In: International Journal of Psychology and Educational Studies, 5 (2018) 3, S.63-71 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Design; Exhibits; Teaching Methods; Foreign Countries; Experiential Learning; Learning Processes; Models; Learning Motivation; Self Esteem; Self Evaluation (Individuals); Teamwork; Museums; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Analogiemodell; Motivation for studies; Lernmotivation; Self-esteem; Selbstaufmerksamkeit; Museum; Museumswesen; Museen
Abstract	The increased demand for design exhibitions directly reflects the demand for designer-curators to manage cultural policies and social needs. However, in the current design education system in Taiwan, no curation-related curriculum planning exists. Therefore, this study attempted to design a practical curation course focused on "designer curated exhibition" experiential learning. This study encouraged design students to consider the formation of exhibitions from a comprehensive point of view. The teaching and learning process gave rise to a model of the instructional factors of curatorial education. We found a positive correlation between "learning process and motive" and "learning effectiveness." Moreover, positive correlations were observed between "curation theories," "learning processes and motives," and "curatorial experience." This demonstrates that curatorial practice increases the curator's ability to apply curatorial theory, and excites the curator's motivation to learn. However, the performance of self-evaluation reflects a lack of self-confidence and recognition; this lack may be caused by the restrictions of time and space, and by the complexity of curating teamwork communication. This model will continuously be translated and validated through the curriculum in the future, and the course will encourage students' self-learning to enhance practical teaching and planning. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: http://www.ijpes.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01