Author(s)

Ruoxin Niu ¹

Affiliation(s)

¹ Philippine Christian University, Manila, Philippine

Corresponding Author

Ruoxin Niu

ABSTRACT

Based on the perspective of postmodern media, this paper explores the research on the curriculum design of public art education in general colleges and universities. The research aims to innovate the content and form of public art education courses through the integrated application of postmodern media technology, so as to enhance students' aesthetic literacy and artistic innovation ability. Through case analysis, questionnaire survey and other methods, this paper analyzes the problems existing in the current public art education in colleges and universities, and puts forward corresponding curriculum design strategies, including introducing multiple art resources, strengthening interactive experience-based teaching, and constructing an interdisciplinary curriculum system. The research results show that the effective application of postmodern media technology in public art education can help enrich teaching methods, stimulate students' interest in learning, and improve teaching effectiveness.

KEYWORDS

Postmodern Media; Public Art Education; Curriculum Design; Innovation; Interdisciplinary; Art Resources; Interactive Experiential Teaching; Teaching Methods; Learning Interest; Teaching Effectiveness

CITE THIS PAPER

Ruoxin Niu, Research on Curriculum Design of Public Art Education in Ordinary Colleges and Universities from the Perspective of Postmodern Media. Media and Communication Research (2024) Vol. 5: 157-165. DOI: http://dx.doi.org/10.23977/mediacr.2024.050324.

REFERENCES

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[3] Han Wei. Discussion on the "closed-loop" system reform of public art courses in universities under the background of new liberal arts [J]. Journal of Higher Education, 2022, 8 (16): 141-145.
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[6] Xin Lei. Curriculum design of public Art Education in ordinary universities under the postmodern perspective - Take the course of Music Appreciation as an example [J]. Journal of Higher Correspondence (Philosophy and Social Sciences edition), 2022, 25 (09): 32-34.

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