Sustainability Research on Promoting the Inheritance of Lacquer Art Based on the E-learning Mode—Case Study of the Popularization of Lacquer Art Education in Primary Schools in Guangzhou Area
Abstract
:1. Introduction
1.1. Research Background
1.2. Research Purpose
2. Literature Review
2.1. Sustainable Development of the Inheritance of Contemporary Lacquer Art in the Guangzhou Area
2.2. About E-Learning
3. Research Methods
3.1. Action Research
3.2. Questionnaire Survey
4. Research and Analysis
4.1. Research on the Popularization Teaching of Lacquer Art in Primary Schools Based on E-Learning
4.2. Promoting the Sustainable Prospect of Lacquer Art Teaching Based on E-Learning
5. Results
5.1. Display of Work Effects
5.2. Analysis of the Survey Questionnaires
6. Discussion
6.1. Summary of the Case Study
6.2. Significance of Ppersistence and Effectiveness of the E-learning Mode in Lacquer art Education
6.3. Research Limitations
7. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
No. | Content Analysis of Questionnaire Survey on Lacquer art Professionals in the Guangzhou Area |
---|---|
1 | How old are you? |
Analysis: Most of the respondents were born in the 1980s, followed by the 1990s, and the 1970s. | |
2 | What is your highest academic qualification? |
Analysis: Respondents have all received formal higher education, most of them have a master’s degree, followed by undergraduate degrees, and a few have doctoral degrees. | |
3 | How were you first exposed to lacquer art? |
Analysis: Most of the respondents were exposed to lacquer art for the first time through school courses. No respondents were exposed to lacquer art for the first time through digital platforms. | |
4 | Which of the following ways do you prefer to learn about lacquer art? |
Analysis: Regarding the access to lacquer art knowledge, most respondents prefer to consult experts or watch exhibitions, followed by digital platforms. | |
5 | When was the last time you were exposed to lacquer art (including remote viewing, understanding the lacquer art theory, etc.)? |
Analysis: Most of the respondents had experience with lacquer art within the last week. |
No. | Content Analysis of Questionnaire Survey on Students |
---|---|
1 | Before this course, have you been exposed to lacquer art? (If yes, please explain the relevant channels in detail). |
Analysis: Only one student in the class had seen lacquerware in a museum. | |
2 | In the one-week course, which area are you most interested in? |
Analysis: Most students are interested in rich lacquer art materials, followed by related lacquer art videos. | |
3 | Have you carefully viewed the pictures and videos that the teachers posted on WeChat after class? |
Analysis: All the classmates viewed the pictures and videos on mobile phones or computers. Most of them viewed all the pictures and videos completely, but the viewing times were different. | |
4 | Did you feel burdened when the teacher asked you to take time to view the pictures and videos after class? |
Analysis: Over 80% of students easily completed the online learning tasks in their spare time. | |
5 | In the future, which of the following methods do you prefer to continue to learn about lacquer art? |
Analysis: More than half of the students prefer to get more information on lacquer art through online platforms, followed by movies or TV. |
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No. | Content of Questionnaire Survey on Lacquer Art Professionals and Proportions of Options in the Guangzhou Area |
---|---|
1 | How old are you? |
A. 25–30 years old (23.5%) B. 30–35 years old (35.3%) C. 35–40 years old (29.4%) D. 40–45 years old (11.8%) | |
2 | What is your highest academic qualification? |
A. Vocational college (0%) B. Undergraduate degree (29%) C. Master’s degree (53%) D. Doctoral degree (18%) | |
3 | How were you first exposed to lacquer art? |
A. School courses (65%) B. Family environment (12%) C. Public exhibitions or publications (23%) D. Digital platforms (0%) | |
4 | Which of the following ways do you prefer to learn about lacquer art? |
A. Publications (6%) B. Consult experts or watch exhibitions (82%) C. Movies or television (0%) D. Digital platforms (12%) | |
5 | When was the last time you were exposed to lacquer art (including remote viewing, understanding the lacquer art theory, etc.)? |
A. Within the last week (70%) B. Within the last three months (6%) C. Within the last year (12%) D. Before the last year (12%) |
Students Participated | Age | Gender | Time for Formal Learning of Fine Arts | Ever Approached Lacquer Art |
---|---|---|---|---|
Student 1 | 8 | Female | 2 years | No |
Student 2 | 8 | Female | 1.5 years | No |
Student 3 | 8 | Male | 1.5 years | No |
Student 4 | 9 | Female | 3 years | Yes |
Student 5 | 8 | Female | 2 years | No |
Student 6 | 9 | Female | 2.5 years | No |
Student 7 | 8 | Female | 2 years | No |
Student 8 | 9 | Female | 3 years | No |
Student 9 | 8 | Male | 1 year | No |
Student 10 | 8 | Male | 1 year | No |
Student 11 | 8 | Female | 1.5 years | No |
Student 12 | 9 | Female | 3 years | No |
Student 13 | 9 | Female | 2 years | No |
Age | Number of Participants | Course Arrangement | Assignment Requirement |
---|---|---|---|
8–9 years old | 13 | 7 classes (90 minutes per class) | One piece of lacquer art work and one questionnaire |
Teaching Period | Teaching Content | Assignment Progress | Teaching Tools |
---|---|---|---|
Lesson 1 | Briefly introduce the lacquer art culture, explain the specific arrangements for each class, and establish the class groups | Draft with black marker, and emphasize the relationship between black and white. The pattern should not be too small | Computer multimedia equipment, white paper, black marker |
e-learning Afterschool learning | Use the Internet to post 10 photos of lacquer art works of past generations on WeChat. | Carefully appreciate the works and discuss with parents. | Smartphone or computer, WIFI. |
Lesson 2 | Analyze the basic lacquer art techniques, and ask students to apply the primer by themselves. | Apply a primer to the surface of the wooden spoon, and then, modify the drawing. | Computer multimedia equipment, Bottom paint, wooden spoon. |
e-learning Afterschool learning | Post 10 pictures of farmers collecting the rough lacquer in WeChat groups with text descriptions. | Ask students to view the pictures and text descriptions to understand the origins of lacquer. | Smartphone or computer, WIFI. |
Lesson 3 | Briefly explain the origin of raw lacquer art materials, and ask students to use chalk for drafting. | Use white chalk to finalize on a lacquered wooden spoon, and start to partially color the works. | Computer multimedia equipment, lacquer art creation materials. |
e-learning Afterschool learning | Post videos of several common lacquer art techniques to the WeChat group. | Ask students to watch the videos and prepare to practice in class. | Smartphone or computer, WIFI. |
Lesson 4 | Demonstrate common lacquer art techniques on site, and emphasize the technical difficulties. | Continue lacquer art creation, and strengthen the outline. | Computer multimedia equipment, lacquer art creation materials. |
e-learning Afterschool learning | Send “Masters in The Forbidden City (I)” to the group. | Pay attention to the lacquer art section and invite parents to observe the works together. | Smartphone or computer, WIFI. |
Lesson 5 | Periodically comment on student works, and teach the polishing steps and techniques. | Use sandpaper to properly polish the surface of the works, and delineate details. | Computer multimedia equipment, lacquer art creation materials. |
e-learning Afterschool learning | Send “Masters in The Forbidden City (II)” to the group. | Pay attention to the repair of lacquer art, and communicate with parents. | Smartphone or computer, WIFI. |
Lesson 6 | Discuss the contents of “I am repairing cultural relics in the Forbidden City” with the students, and demonstrate the application of metal foil. | Polish the works, exhibit the texture of lacquer art, and locally apply metal foil. | Computer multimedia equipment, lacquer art creation materials. |
e-learning Afterschool learning | Send “Masters in The Forbidden City (III)” to the group. | If there are some parts in the video difficult to be understood, please record them and discuss with the teachers in class. | Smartphone or computer, WIFI. |
Lesson 7 | Guide the lacquer covering process, and interact with the students for the last half hour. | Cover the works with full lacquer and dry the works. Exchange creative ideas, and complete the questionnaires. | Computer multimedia equipment, lacquer art materials, questionnaires. |
e-learning Afterschool learning | Keep posting content related to the development of Chinese lacquer art culture in WeChat groups. | Encourage student exchanges and pay attention to the lacquer art activities. | Smartphone or computer, WIFI. |
No. | Questionnaire Survey Results of Students in the Guangzhou Area |
---|---|
1 | Before this course, have you been exposed to lacquer art? (If yes, please explain the relevant channels in detail.) |
A. Yes (7.7%) B. No (92.3%) | |
2 | In the one-week course, which area are you most interested in? |
A. Lacquer art techniques (0%) B. Lacquer art materials (53.9%) C. Lacquer art videos (38.4%) D. Lacquer art pictures (7.7%) | |
3 | Have you carefully viewed the pictures and videos that the teachers posted on WeChat after class? |
A. Watch every day on time (23%) B. Watch every day but not on time (46.2%) C Watch only a small part (30.8%) D. No (0%) | |
4 | Did you feel burdened when the teacher asked you to take time to view pictures and videos after class? |
A. Totally not (7.7%) B. A bit burdened but acceptable (76.9%) C. Quite burdened and managed with efforts (15.4%) D. Greatly burdened and hard to accomplish (0%) | |
5 | In the future, which of the following methods do you prefer to continue to learn about lacquer art? |
A. Publications (0%) B. Public lectures or exhibitions (15.4%) C. Movies or television (30.8%) D. Online digital platforms (53.8%) |
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Fan, K.-K.; Li, X.-H.; Lu, M.-J. Sustainability Research on Promoting the Inheritance of Lacquer Art Based on the E-learning Mode—Case Study of the Popularization of Lacquer Art Education in Primary Schools in Guangzhou Area. Sustainability 2020, 12, 2195. https://doi.org/10.3390/su12062195
Fan K-K, Li X-H, Lu M-J. Sustainability Research on Promoting the Inheritance of Lacquer Art Based on the E-learning Mode—Case Study of the Popularization of Lacquer Art Education in Primary Schools in Guangzhou Area. Sustainability. 2020; 12(6):2195. https://doi.org/10.3390/su12062195
Chicago/Turabian StyleFan, Kuo-Kuang, Xue-Hui Li, and Meng-Jia Lu. 2020. "Sustainability Research on Promoting the Inheritance of Lacquer Art Based on the E-learning Mode—Case Study of the Popularization of Lacquer Art Education in Primary Schools in Guangzhou Area" Sustainability 12, no. 6: 2195. https://doi.org/10.3390/su12062195