A study on the integration of local culture into design aesthetics education-an example of Shalu Papora community

Many Taiwanese students enthusiastically accept the consumption cultures of United States and Western culture, but neglect the value of their own culture. Thus, as a design educator, it is essential to guide the students reflecting on and identifying with their own culture. This study adopted qualitative methods and collected data about the six month Papora aboriginal community project, begin at September and end at November, 2016, and analyzed data from interviews, observation on the creation process and related documents. The purposes of this research were: to explore whether the students' participation in Papora aboriginal community art project can identify and value with their own culture; to explore if students participation in Papora aboriginal community art project can enhance their creativity, to explore the advantages and challenges of applying aboriginal community art project in design pedagogical practice; and to reflect on the application of aboriginal community art project in design pedagogy. The influence of engaging local community art project on students' creation process and quality, and the overall effectiveness of applying aboriginal community art project on students' creation and teaching reflection, were discussed. Finally, in conclusion, this study proposes the implication of students' participation in Papora aboriginal community art project to design aesthetics education.