Author(s)

Yuelin Hu

Department of Film and Television Arts, Shanghai Publishing and Printing College, Shanghai, China.

This study provides an interpretation of the Project-Based Learning (PBL) teaching model, clarifying its instructional characteristics, implementation process, and application effects. It uses interviews and questionnaire surveys to explore the industrial transformation trends, social innovation characteristics, and new talent demands within the digital performing arts industry. This exploration aims to identify suitable digital performing arts specializations for the application of the PBL teaching model. Leveraging partnerships with industry enterprises and social organizations, a project-based teaching plan integrating education and industry was designed and implemented for digital performing arts students. This plan established authentic project contexts, formed project teams, assigned tasks and responsibilities, conducted practical operations, and culminated in project outcome presentations. During implementation, action research methodology was used, with quantitative assessment tools tracking and recording students’ performance and improvement in creative generation, problem-solving, teamwork, and continuous learning abilities, to evaluate the teaching’s effectiveness. The results indicate that the education-industry integrated PBL (Project-Based Learning) approach can effectively stimulate students’ learning interest and foster their engineering awareness, innovative thinking, and teamwork skills. This approach enables students to quickly adapt to the industry’s demand for versatile talents, leading to positive teaching outcomes. This study offers valuable practical insights for how digital performing arts majors can implement project-based teaching and achieve effective education-industry integration.

PBL, Digital Performing Arts, Education-Industry Integration

Hu, Y. (2024) PBL-Driven New Model of Digital Performing Arts Education-Industry Integration: Theoretical Construction and Practical Exploration. Creative Education, 15, 1865-1877. doi: 10.4236/ce.2024.159114.