Contemporary Curriculum Model for Arts Education in Taiwan

Abstract

At the end of 2014, Taiwan proclaimed “competency-driven” as a new goal of education. Arts education curriculum changes from a traditional ability-based approach to an approach of more complex pedagogical and radical education outcomes for the new requirement. This article presents how and what a curriculum of competency-driven arts education is emerging based on the proclamation. We define competency-driven arts education as self-determination to solve problems by integrating knowledge, ability, and attitude of arts in the circumstances. This operational definition is used to set a scene of education for constructing a curriculum model, including the path of instruction, learning, and subject. The crucial and competency-driven features are stemmed from discussions that inspire curriculum implementation not on what is taught and acquired but on how to make decisions to show one's value judgment.