94 50(1)105-129

900

11 8

3 15
1
14 5

2
15
7

2
22
19 5

91
World Trade Organization,
WTO

106

Profession-Oriented Education

Social Demand
Labor Force Requirements
/Benefit/Cost
1979 Finch
Crunkilton

finished
product

Wenrich, 1989

1989
1997

Photography
and Design/
National
Taiwan Normal University, Department of
Graphic Arts Communication

National Taiwan
University of Arts, Department of Graphic
Communication Arts

FuJen Catholic University, Department

of Advertising & Public Relations

1996

1994

107

(1)(2)

108

(1)
(2)

Rochester Institute of
Technology, Syracuse University, Yale University,
School of Visual Arts, Maine College of Art,
Ringling School of Art and Design, Watkins
College of Art and Design
Imaging
1. Rochester Institute of Technology
and Photographic Technology

192

50

48
/

48

2. Syracuse University
School Art and Design

129

36

21
21

3. Yale University
School of Art

42

4. School of Art Institute of Chicago

1866

5. School of Visual Atrs

Photography
Department

128

109

6.
Maine College of Art, Ringling School of
Art and Design, Watkins College of Art and
Design

Drawing

2D Design
3D Design

Studio Elective
Art History
Survey Composition &
Literature
Tool Technology
/Focus: Drawing/Design

Studio Elective
Non-Western Art History
Liberal
Arts Elective History
Philosophy
Studio Major

Art History Elective Open

ElectiveLiberal Arts Elective

Studio MajorCritical
Issues Open Elective
Liberal Arts ElectiveDrawing
Studio: Perceptual System
Drawing Studio: Observation & Color
Drawing Studio: Image & Color

Design Studio: Visual Processes

Design Studio: Time & Light

Drawing Studio: Figure & Dynamics

110

Drawing Studio: Figure & Context

Design Studio: From & Space

Computerized Writing Studio
Euro-Western Art and Ideas
History
of PhotographyBlack and White
PhotoPhoto Techniques
Color
Lighting Principles

Introduction to Digital Imaging

Euro-Western Ideas & Society

Liberal Arts
Advanced
Color Photography
Introduction to
Large Format
Photography & the
Media Advanced Digital
Imaging Issues in
Contemporary Photography Liberal
Arts

1.

1992-1993
2.

1.

2.

3.

4.

111

1.

2.

3.

!
2/

!
3/
!

4.

30

22
425

25

112

150
91

300

SPSS11.5

22
91

25

150
91

300

113

165
101
475
450
51
125
100
99
31
16
79
82
67
208
272
105
53
87
41
12
124
11
2,754

20

20

21

21

20

20

20

20

20

20

20

20

20

20

20

20

20

20

20

12

20

11

425

N=2800 S=340
N S
R. V. krejcie and D. W. Morgan, Determining sample size for research activities. Educational and
Psychological Measurement, 30, 608.

1.

2.

24 111
31 141

66.7%

114

10

13

3.
92 3 17
140
70 10 60

70 35
35 92 3 24

92 3 27
92 4 2 78
40 38
12
5 7

66 35 31

50.00%
44.28% Likert

123
45

12345

123
=
0.9863 = 0.9840
= 0.9800
= 0.9801 = 0.9615
= 0.9785 Cronbach

19 95
24 102

60

10

35
23
7
35

91 91

70

70

35

31

1.




19
95
24 102

2.
Likert

115

12345


12345

123
3.
reliability
consistencystability
L. J.
Cronbach
K
Si

1K 1
S2
2

K
S 2
S i2
Devellis1991 0.65
0.70 0.700.80
0.80.9
2000
Validity

content validity
criterion-related validity
construct validity

validity criterion

116

900

Cronbach
0.9733 0.9752
0.9563
0.9720 0.9742
0.9507

1.
2. 30 3140 41
50 5160 61
3.

4. 5 610
1115 16
5.

(1)

(2)

SPSS 11.5 for Windows

Cronbach
Frequency

0%
20%20%4040%60%60%80%
80%100%

123
X 2 SD0.82 Z

117

0.17 0.44

X X ZSD
X 120.440.822.36
X 220.440.821.64

92 4 18

900
450 25 425

450 300
150
92 4 28
92 5 6 92 5
23 176 32
144

0418

0523

25

425

450
13 1
62 15
75 16
12
47

300

50

450
59 6
42 10
101 16
53
32

52%

14.58%

19.66%

28%

48%

11.05%

17.66%

21.33%

1. 54
91.5% 5 8.5%
2.30 5
8.5%3140 24 40.7%41

50 19 32.2%5160 9
15.3%61 2 3.4%
3. 21
35.6% 26 44.1%
11 18.6% 1 1.7%
4.5 9
15.3%610 13 22.0%
1115 16 27.1%16
21 35.6%

118

5.
13 22.0% 46 78.0%

1. 62
72.9% 23 27.1%
2.30 9
10.6%3140 37 43.5%41
50 24 28.2%5160 13
15.3%61 2 2.4%
3. 16
18.8% 9 10.6%
43 50.6% 17 20.0%
4.5
24 28.2%610 23 27.1%
1115 17 20.0%16
21 24.7%
5.

53 62.4% 32 37.6%

1.

3.58

3.47 3.40
3.38

3.36

3.11
3.09
3.07
2.90 2.85

3.0760
.4273
3.1229
.4965
3.3588
.5232
3.1102
.5691
3.2000
.4480
3.2034
.4821
2.8508
.6629
2.9085
.6678
3.2475
.6404
3.4064
.5644
3.3898
.5845
3.3621
.4888
3.1695
.5827
3.2069
.5374
3.4703
.5800
3.0932
.6051
3.5860
.6289
3.3172
.5620
3.2260
.5177

3.7470
.5015
4.0268
.5871
3.5424
.59257
3.7974
.5490
3.7684
.5629
3.3831
.5887
3.7034
.6215
3.4966
.7228
4.0678
.5949
3.6330
.5942
3.8276
.6220
3.6839
.5538
3.8041
.6600
3.7586
.6206
3.6059
.6419
3.4153
.8208
3.6000
.6824
3.7368
.5608
3.4944
.6410

2.3509
.2916
2.3793
.3574
2.1497
.3300
2.2325
.3949
2.3179
.4509
2.1356
.4401
2.0552
.4995
1.8448
.5151
2.7593
.3672
2.0816
.4533
2.3966
.4774
2.3889
.3862
2.2424
.4118
2.2730
.5788
2.0381
.4953
2.0339
.5637
2.2862
.5220
2.4414
.4168
2.0172
.5634

2.

4.06
4.02

3.82
3.80

3.79

3.54

3.49
3.49
3.41
3.38
3.

2.75
2.44

2.39

2.38
2.37

119

2.05
2.03

2.03
2.01

1.84

1.

3.55 3.51
3.38
3.38
3.29

3.05

3.04

3.03 2.99

2.95

3.1667
.6601
3.8214
.7308

3.5556
.5997
3.9116
.6769

3.0353
.6162
3.6543
.7011

3.1369
.6498
3.9613
.7203

3.5118
.7695
3.9059
.6889

3.1369
.6647
3.6205
.7139

3.1488
.7714
3.6024
.7992

3.2595
.5888
3.3976
.7126

3.1976
.6687
3.5129
.6869

3.3897
.6254
3.7636
.6709

3.1165
.7461
3.5422
.8373

3.2571
.5623
3.6922
.7201

3.3853
.6654
3.6324
.7446

3.0569
.6062
3.4706
.6010

2.9588
.6746
3.8882
.6895

3.1106
.6814
3.7247
.7237

3.2905
.61185
3.6506
.6756

3.1825
.6314
3.5020
.7356

3.0437
.6296
3.5179
.7521

3.0882
.6300
3.2294
.7052

3.2500
.6699
3.8333
.7498

3.2976
.6557
3.9048
.5528

3.2176
.5654
3.5301
.7277

2.9953
.5960
3.4353
.7509

2.3476
.6368
2.4739
.5104
2.2048
.6249
2.3853
.4508
2.3125
.5176
2.3916
.5898
2.5185
.6347
2.0902
.5753
2.3059
.4604
2.4428
.4592
2.0522
.5761
2.2228
.3982
2.1994
.5174
2.2550
.4556
2.2647
.4683
2.2400
.4285
2.2265
.4491
2.1706
.5658
2.1486
.5448
2.0518
.4506
2.3765
.5665
2.5882
.4095
2.2083
.5431
1.9735
.5205

120

2.

3.96
3.91

3.90

3.90
3.88

3.50

3.47
3.43
3.39

3.22
3.

2.58
2.51
2.47

2.44
2.39

2.14
2.09

2.05 2.05

1.97

1.

M=2.85

M=3.58

3
3
3

3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3

3.07
3.12
3.58
3.11
3.20
3.20
2.85
2.90
3.24
3.40
3.38
3.36
3.16
3.20
3.47
3.09
3.58
3.31
3.22

2.

M=3.38

M=4.06

121

3.74

3
3

4.02
3.54
3.79
3.76
3.38
3.70
3.49
4.06
3.63
3.82
3.68
3.80
3.75
3.60
3.41
3.60
3.73
3.49

3
3
3
3
3
3

3.

M=2.01

M=2.75

3
3
3
3
3
3
3
3
3
3

1.

122

M=2.95

M=3.55

2.35
2.37

3
3

2.14
2.23

2.31

3
3

2.13
2.05

1.84

2.75
2.08

2.39
3

2.38
2.24

2.27

2.03

3
3

2.03
2.28

2.44

2.01

3
3
3
3
3
3
3
3

3.16
3.55
3.03
3.13
3.51
3.13
3.14
3.25
3.19
3.38

123

3.11
3.25
3.38
3.05
2.95
3.11
3.29
3.18
3.04
3.08
3.25
3.29
3.21
2.99

3
3
3
3
3
3
3
3
3
3
3
3
3

2.

M=3.22

M=3.96

3.82

3.91

3.65

3.96

3.90

3.62

3.60

3.39

3.51

3.76

3.54

3.69

3.63

3.47

124

3.88

3.72

3.65

3.50

3.51

3.22

3.83

3.90

3.53

3.43

3.

M=1.97

M=2.58

2.34

2.47
2.20
2.38

3
3
3
3

2.31
2.39
2.51
2.09

2.30
2.44

2.05

3
3

2.22
2.19

3
3

2.25
2.26

2.24

3
3

2.22
2.17

125

2.14

1.97

3
3

2.37
2.58

2.20

2.05

1.

2.

3.

1.

2.

126

3.

1.

2.










3.

1.

2.











3.

127

1.

2.

3.

4.

5.

128

1994

p.93-102
1989

1997Delphi
DACUM
V-TECS

1996

NSC-91-2516-S-144-001

Yung-Cheng Hsieh is the chairperson and Professor of the

Department of Graphic Communication Arts, National
Taiwan University of Arts, Taipei County, Taiwan. E-mail:
t0308@mail.ntua.edu.tw

Cheng-Chia Lee is a Computer Teacher of Hualien County

Kuo-Feng Junior High School, and also studying in the
Department of Graphic Communication Arts, National
Taiwan University of Arts, Taipei County, Taiwan.

Journal of Taiwan Normal University:

Humanities & Social Sciences
2005,50(1),105-129

Curriculum Design for the Photography and

Design Majors in the College and University Level
Yung-Cheng Hsieh

Cheng-Chia Lee

The Department of Graphic Communication Arts, National Taiwan University of Arts

Abstract
The purpose of this study was primarily to construct a professionally viable
Photography and Design curriculum for Graphic Communications and related fields, and
secondarily to project new directions for a technology-driven Photography and Design of the
future. The subject-areas were divided into two parts. The Photography subject-area came
from the Chamber of Commerce of Chinese Commercial Photographys member list; the
Design subject-domain came from the Photography and Design curricula of domestic
universities. This study used a questionnaire survey and randomly selected 900 respondents
in total. The findings were:
Photography:
In terms of degree of learning difficulty 11 subjects subject-areas, including
Introduction to Printing, fell in the moderate range and 8 subjects fell in the difficult
range; in terms of degree of importance of professional competency, 3 subjects fell in the
unimportant range, 15 in the moderate range and only 1 in the important range; in
terms of degree of future demand, 14 subjects fell in the remains unchanged range and 5 in
the increasing range.
Design:
In terms of degree of learning difficulty, 2 subjects Photography and Printing Design
fell in the easy range, 15 subjects in the moderate range and 7 subjects in the difficult
range; in terms of degree of importance of professional competency, 2 subjects fell in the
unimportant range and 22 in the moderate range; in terms of degree of future demand,
19 subjects fell in the remains unchanged range and 5 in the increasing range.
Keywords: Photography, Design, Graphic Communications, Curriculum Design, Technology of the
Future