POSTMODERN ART EDUCATION PARADIGM IN THAILAND

Abstract

    The study of Postmodern Art Education Paradigm in Thailand aims to appoint the learning directions which can be the ideas of reforming the arts learning to be suit to the changing of global trends by viewing the contexts of Thai society and culture which are an important basis to creative learning.    The purposes of the study    1. To study the processes of learning postmodern art education time of Thai society.    2. To study the processes of learning art in basic education and higher education.    3. To study the concepts and the ways to manage the course syllabus of the visual arts of basic education and higher education in Thai society.    4. To analyze the contexts and Thai society that relates to the paradigm reforming of the art learning in Thai society.    The results showed that    The postmodern art education paradigm in Thailand showed the relationship between Thai society, contemporary arts and culture, wisdom knowledge, and community and environmental of current postmodern arts which were concerned in the learning processes. This paradigm was a tool using in developing emotion, intelligence, body, completed human which were from various learning as follow characteristics.    Course Syllabus : The quality of course syllabus is the opportunity in learning by giving a variety of equity, openness, flexibility, integration of knowledge, main contents understanding with intellectual dimension to the local environment, culture, religion which related between local and international.    The Art Teachers : The teachers have knowledge in providing the learning of arts and a democracy. They also have opened attitudes with understanding arts as displacing including the creation of various arts learning activities, and interested in technology with the flexibility in theoretically art.    The Students : The students are aware of the various thinking processes with the opinion to arts as a matter of attitude which anyone can think of. They have freedom in expression, creative thinking and decisive critical to the value of art and culture of local communities and internationally. They also have positive attitude toward the arts with involving to the natural environment which is maintained by everybody. Moreover, they have self-development as well as living together in peace with others.    Learning Activities : The postmodern art education have organized learning experience in a variety of strategies, contents, forms, materials which relates to the dimension of wisdom, traditional arts, local focus. In addition, thinking processes are more important than the result of works. Moreover, the students take an important role in learning with the flexible activities depending on space and time.    Media Learning Materials : The postmodern media has variety materials such as the physical media, audio media, and other materials for learning which are not included in the framework of the theoretical arts. The media is applied and presented to the local community with combination of technology as a center of learning.    Learning Resources : The postmodern arts integrate the knowledge of art in both local and international which not limited to the classroom. Therefore, the use of environment and museum in the community; for example, Natural River, forest, temple and the local wisdom together with technology can give knowledge from learning.    Course Syllabus Management : This part shows that the administrators need to accept the new knowledge that has changed rapidly and continuous improvement which relate to participation in operations thought, design approach. The administrators should change the attitude of the education system base on a variety of science knowledge that associate with a holistic approach.Keywords: Paradigm, Art Education, Postmodern