FACTORS AND PROBLEMS IN THE DEVELOPMENT OF SOCIAL AESTHETICS EDUCATION CURRICULUM FROM THE PERSPECTIVE OF CULTURAL HERITAGE CHANGSHA LACQUERWARE, HUNAN PROVINCE, PEOPLE'S REPUBLIC OF CHINA

Abstract

The purpose of this study is to 1) investigate and analyze the characteristics and styles of Changsha lacquerware and the structure of the social aesthetics curriculum in the context of cultural heritage protection and transmission, and 2) explore the factors and challenges affecting the development of the Changsha lacquerware curriculum under the social aesthetics program at the Faculty of Fine Arts and Design, Hunan First Normal University, China. A qualitative research approach was used. Data was collected through literature review of academic articles and documents related to lacquerware art and its associated curriculum. A SWOT analysis was used to assess the internal and external factors influencing the development of the curriculum. In addition, in-depth interviews with five experts — including university professors, curriculum developers, and lacquerware scholars — were conducted and analyzed using content analysis.

The research findings reveal that Changsha lacquerware is a distinctive cultural artifact with outstanding features in terms of production techniques, decorative patterns, and cultural symbolism. It can serve as an effective educational medium to promote students’ cultural identity. The developed curriculum shows a strong potential to promote integrated learning through theoretical and practical components. However, there are limitations in terms of learning resources, students’ foundational knowledge, and limited class time. The analysis suggests that curriculum design should focus on flexible learning approaches, the use of modern technology, interdisciplinary integration, and alignment with real-world cultural contexts to improve educational quality and ensure the sustainable preservation of cultural heritage.