Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i5.5459
Abstract
Against the background of cultural confidence construction and the requirements laid out in the Compulsory Education Art Curriculum Standards (2022 Edition), junior high school fine arts teaching remains dominated by Western color theories, with traditional Chinese color culture marginalized and fragmented. Most frontline art teachers lack professional knowledge of traditional colors and large-unit teaching design capabilities. Based on constructivist learning theory and backward design theory, this study takes a junior high school art club in Guizhou as the practical platform to develop a school-based curriculum on traditional Chinese colors. Through multi-dimensional investigations and cyclic action research, a systematic large-unit curriculum guided by the Five Elements and Five Orthodox Colors system is established, with teaching objectives aligned with the four core competencies of fine arts. Results show that the curriculum effectively improves students' core fine arts competencies and strengthens their cultural confidence, providing a feasible paradigm for traditional color teaching in basic education.
Keywords
traditional Chinese colors; school-based fine arts curriculum; large-unit teaching; core competencies of fine arts; regional folk art resources
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