藝術介入社會教育－以國立臺灣美術館「愛藝反毒」專案為例

博物館做為社會教育機構角色，透由研究成果的不同呈現形式，傳遞文化、傳播社會知識，博物館已儼然成為推動全民終身學習的最重要場域。國立臺灣美術館（以下簡稱國美館）近年來在進行社會教育推廣活動，採分齡、分眾的創新與深耕原則，積極落實美術教育的理念。有鑑於青少年受當前受社會脈動的牽引，及其適值生理與心理的劇烈變化時期的需求，藝術具有陪伴、撫慰青少年心靈的功效，國美館自2019年起嘗試以「藝術」介入青少年反毒宣導的社會議題，透過「教案研發、實施」及「品牌建立、宣傳」與青少年連結、對話；並設計問卷針對全國培訓志工159人，及學生814人進行調查。其結果顯示：以藝術介入社會教育，創新了博物館推廣社會教育內涵，並增進潛在觀眾參訪美術館意願。其次，國美館透過跨域整合方式，並以青少年熟悉的網路影音語言介紹藝術品，讓藝術作品以不同載體走出美術館，有效地吸引更多青少年參與。

關鍵字

藝術介入社會教育；文化近用；反毒教育；圖像角色IP

並列摘要

As a social education institution, museums have become a significant venue for facilitating lifelong learning for all through the different forms of presentation of research results and spreading cultural and social knowledge. Recently, the National Taiwan Museum of Fine Arts (hereinafter referred to as NTMoFA) has been actively implementing the concept of art education by adopting the principle of innovation and in-depth cultivation for different ages and audiences in its social education activities. Given the fact that young generation are led by the current social situation and their needs at a time of drastic physical and psychological changes, since 2019, NTMoFA has tried to intervene in the anti-drug issue for young people with ＂art.＂ Through the ＂development and implementation of lesson plans＂ and ＂branding and promotion＂, the museum has been able to connect and dialogue with young people, and has designed a questionnaire to survey 159 volunteers and 814 students. The results show that the museum's involvement in social education through art has created significance of social education and increased the willingness of potential audiences to visit the museum. Furthermore, through cross-disciplinary integration, NTMoFA introduces artworks an online, allowing young generation access to artworks out of the museum and effectively attracting more young people to participate.

並列關鍵字

art as social intervention ； cultural accessibility ； anti-drug education ； character intellectual property (IP)

參考文獻

Prenky, M. (2001). Digital Natives, Digital Immigrants. On The Horizon, 9(5), 1-6.

Google Scholar

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