Title Page
Contents
ABSTRACT 13
Ⅰ. INTRODUCTION 15
A. Necessity of Research 15
B. Research Purpose 21
C. Research Questions 23
D. Definition of Terms 23
1. Subject-based Curriculum 23
2. Integrated Curriculum 24
3. Art Integration 24
4. Integrated Arts Curriculum 24
5. Interdisciplinary Arts 25
Ⅱ. Literature Review 26
A. The Relationship between Art Education and Learning 26
B. Interdisciplinary Education 28
C. Comments on Existing Studies 31
D. The Theoretical Basis for Setting up Integrated Arts Curriculum 37
1. Trend of Scientific Development 38
2. Social Problems 39
3. Demands on Students 39
4. Discipline Characteristics of Art Itself 40
E. General Art Courses of Universities 43
1. General Education Course Development in Harvard University 43
2. The Development of General Art Courses in Western Universities 45
3. Development of General Art Courses in Universities of China 46
F. Integrated Arts Curriculum Offered by Global Universities 50
1. Columbia University 50
2. University of Toronto 51
3. University of Oxford 53
Ⅲ. METHODOLOGY 55
A. Research Design 55
1. Literature Research 55
2. Expert Interview Method 55
3. Delphi Method 55
B. Participants 57
C. Instruments 59
D. Procedure of Curriculum Development 60
1. Preliminary Drafting of Course Objectives 60
2. Preliminary Drafting of Course Nature, Teaching Time and Methods 62
3. Preliminary Drafting of Course Content 63
E. Data Collection Procedure 68
F. Data Analysis Method 69
1. Data Analysis of Basic Information of Experts Participating in This Study 69
2. Expert Reliability Evaluation 69
3. Evaluation of Content Validity 72
Ⅳ. RESULTS 73
A. Development of Integrated Arts Education Curriculum 73
B. Results of Content Validity 87
Ⅴ. CONCLUSIONS 89
A. Summary of Findings 89
B. Discussion 91
C. Limitations of Study 94
D. Recommendation 95
REFERENCES 97
APPENDICES 110
APPENDIX 1. Expert Consultation Questionnaire on Integrated Art Curriculum Content in Universities of China 110
APPENDIX 2. Expert Consultation Questionnaire on Integrated Art Curriculum Content in Universities of China (Chinese Version) 135
Table 1. Basic Information of Delphi Experts 58
Table 2. The Time Distribution of the Content of the Integrated Arts Curriculum 65
Table 3. Integrated Arts Curriculum Content II 66
Table 4. The Positive Coefficient of Experts 70
Table 5. The Assignment Basis of Experts' Judgment Coefficient 71
Table 6. Assignment Basis of Experts' Familiarity 71
Table 7. Calculation and Result Analysis of Experts' Authority Coefficient 71
Table 8. Curriculum Design of Chapter 1 74
Table 9. Curriculum Design of Chapter 2 75
Table 10. Curriculum Design of Chapter 3 76
Table 11. Curriculum Design of Chapter 4 77
Table 12. Curriculum Design of Chapter 5 79
Table 13. Curriculum Design of Chapter 6 80
Table 14. Curriculum Design of Chapter 7 81
Table 15. Curriculum Design of Chapter 8 83
Table 16. Curriculum Design of Chapter 9 84
Table 17. Curriculum Design of Chapter 10 85
Table 18. Curriculum Design of Chapter 11 87
Table 19. Content Validity Assessment Results (N=10) 88
Table 20. Course Design for Week 1 112
Table 21. Course Design for Week 2 114
Table 22. Course Design for Week 3 116
Table 23. Course Design for Week 4 118
Table 24. Course Design for Week 5 120
Table 25. Course Design for Week 6 122
Table 26. Course Design for Week 7 124
Table 27. Course Design for Week 8 126
Table 28. Course Design for Week 9 128
Table 29. Course Design for Week 10 130
Table 30. Course Design for Week 11 132
Figure 1. Proportion of the Credits of General Art Courses in the Total Credits of General Art Courses 49
Figure 2. Integrated Art Curriculum Content I 65
Figure 3. Delphi, Flow Path of Expert Consultation Letter 69
Figure 4. The Categories of Art Included in the Course and the Class Hours of Each Category 91