A Case Study on a PBL-Based College Writing Project for Fine Arts Majors

This study aims to design and implement a college writing course integrating Problem-Based Learning (PBL) and Project-Based Learning (PjBL) for fine arts majors, and to examine its educational effectiveness. Conducted in the first semester of 2024 at a four-year university in Gyeonggi-do, South Korea, the study involved 26 undergraduate students enrolled in a general education course titled College Writing. The course centered on a seven-session “Art Hall Startup Project,” combining PBL’s inquiry-based structure with PjBL’s product-oriented approach. Activities included naming, site selection, artistic philosophy development, spatial design, and defining the hall’s social role. These tasks were followed by presentations and academic report writing. Results indicated that students gained a clearer understanding of writing, improved self-efficacy, and developed the ability to articulate their artistic identity and social perspective. Activity sheets and instructor feedback played key roles in sustaining motivation and enhancing learning outcomes. Reflection analysis revealed increased student engagement, writing confidence, and practical skill development. This study suggests that discipline-specific writing instruction can be effectively implemented within integrated writing courses.