Integrated arts textbooks in Taiwan and the USA: a single series examination

Abstract

The purpose of this article is to examine current arts and humanities elementary school textbooks in Taiwan and to make recommendations for the future. Using the paradigms of curriculum integration of Beane, Berton, Jacobs, and Snyder as a basis, the article compares selected current arts and humanities texts in both Taiwan and the USA, noting, first, the proportion of music versus other disciplines in each, and, second, the organizational method. Important findings are that the selected Taiwanese texts do not feature sufficient musical material in comparison with their US counterparts and also that the organizational method of the Taiwanese texts fosters confusion among teachers. Implications for the wider community include the facts that new textbooks should be piloted prior to receiving government approval, that the uniqueness of each art discipline should be preserved within carefully crafted thematic units, and that music can serve as an effective bridge between the various art disciplines.

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