"The Dunhuang Band in Murals: An Introduction to Historical Arts" is an educational course designed for high school students, offering a comprehensive exploration of historical and cultural insights through the examination of the Dunhuang Band depicted in the murals of Mogao Caves. This course integrates a variety of learning tools, including brief VR segments, to enhance the traditional learning experience with interactive elements that help bring history to life.
This course targets high school students aged 14-18, aiming to deepen their understanding of global history and cultural diversity through engaging and innovative educational methods.
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Provide a deep understanding of the historical context and artistic significance of the Dunhuang Murals.
Explore the role of the Silk Road in facilitating cultural and artistic exchanges, with a focus on the influence seen in the Mogao Caves.
Analyze the depiction of the Dunhuang Band within the murals, understanding the historical significance of the instruments and the music culture of that era.
Foster critical engagement with historical sources and encourage a broader discussion on the impact of cultural interactions throughout history.
Image & Embodiment Principle: The content is displayed using relevant visuals to enhance understanding and retention.
Redundancy Principle: Avoid overloading viewers with both text and narration; use narration to complement visuals.
Multimedia Learning Theory: Utilizes a combination of videos and brief VR experiences to enhance learning through multiple sensory channels.
Cognitive Load Theory: Carefully structures content to maximize student comprehension without overwhelming them.
Dual Coding Theory: Supports learning by providing both visual representations and verbal explanations, improving retention and understanding.
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Budmouth Academies. (n.d.). How do we revise for history? Retrieved from https://budmouth.academies.aspirationsacademies.org/wp-content/uploads/sites/4/2020/10/How-Do-We-Revise-for-History.pdf
Calvert, J., & Abadia, R. (2020). Impact of immersing university and high school students in educational linear narratives using virtual reality technology. Computers & Education, 159, 104005. https://doi.org/10.1016/j.compedu.2020.104005
Clark, R. C., & Mayer, R. E. (Eds.). (2016). Engagement in e‐learning. In R. C. Clark & R. E. Mayer (Eds.), e‐Learning and the Science of Instruction (pp. 219–235).
John Wiley & Sons.HealthLink BC. (n.d.). Cognitive development, ages 15 to 18 years. Retrieved from https://www.healthlinkbc.ca/pregnancy-parenting/parenting-teens-12-18-years/teen-growth-and-development/cognitive-development
