Paper Title
Integrating Design-Based Learning into Visual Arts Curriculum: An Empirical Study of Intergenerational Co-Creation for Sustaining the ‘Chun-Tsai Flower’ Craft

Abstract
Traditional Taiwanese “Chun-Tsai Flower” (纏花) craft, once a central element in weddings and temple celebrations, has gradually declined with the rapid transformation of industrial society. The time-consuming nature of handmade production, coupled with the widespread use of mass-produced plastic substitutes, has further accelerated the fading of this traditional art. To address this cultural discontinuity, this study implemented Design-Based Learning (DBL) within a visual arts curriculum, integrating design thinking with hands-on practice. Under this framework, teachers acted as facilitators by providing resources and guidance, while students engaged in collaborative teamwork, problem-solving, and creative experimentation. An 18-week course was implemented with 36 undergraduate visual arts students, organized into three thematic units: Elders’ life stories and the translation of cultural symbols, Learning and practicing the Chun-Tsai Flower craft, and enhancing artistic value through visual and digital narratives. A mixed-methods approach was adopted, combining pre- and post-tests of eight core competencies with qualitative reflections from students. The results indicate significant improvements across all competencies (p<.05), with the most notable gains in teamwork, reflective capacity, and creative practice. These findings highlight how DBL, when integrated with community engagement and cultural craft learning, can not only foster educational innovation but also contribute to the revitalization of intangible cultural heritage. Keywords - Elders & young co-create, Design-based learning (DBL), Chun-Tsai Flower, Art creativity & value-added