一位國中視覺藝術教師在跨領域課程的實踐

The Cross-Disciplinary Curriculum Implementation of a Junior High School Visual Arts Teacher

鄧宗聖(Tzong-Sheng Deng)

《藝術教育研究》 42期 (2021/12) Pp. 1-33

https://doi.org/10.6622/RAE.202112_(42).0001

摘要

本研究旨在探討一位視覺藝術教師如何在藝術教學中開展跨領域經驗，並描繪其在跨領域中如何開展專業信念、認同與社群關係。文獻回顧先描述課程類型、統整與跨領域概念，討論藝術理想課程論述，如何在藝術本位的創作與審美、關係與對話中推展。研究方法採取事例情境訪談做敘事分析，以臺灣跨領域美感教育社群為範圍，長期參與的一位國中視覺藝術教師為對象，透過訪談、文件等資料重構其任務情境與實施經驗，描述如何將語文、數學、公民課程融入藝術本位教育的跨領域，分析其課程意圖與實踐差異，並詮釋其再創造為新經驗的可能性。研究發現，視覺藝術教師在不同學科內以視覺藝術的形式再現，跨領域課程實踐則如專業信念與認同發展的媒介，實現在生活空間、學科概念與個人想像力之間的連結，跨越學校既有分科結構與文化的限制。

關鍵字

事例情境訪談法 ； 跨領域美感社群 ； 跨領域課程 ； 藝術本位教育

並列摘要

This study aimed to explore how a visual arts teacher developed cross-disciplinary experience into art teaching, as well as to address how to develop professional beliefs, identity, and community connections while creating. In the literature review, this study first described the course type, compiled cross-disciplinary concepts, and discussed how the ideals of art courses can be promoted in art-based creation, aesthetics, relations, and dialogues. Applying episodic narrative interviews as the research method for narrative analysis, this study focused on exploring the cross-disciplinary aesthetic education community in Taiwan. Specifically, a junior high school visual arts teacher who has long been a participant of that community was recruited to participate in the research. The visual arts teacher's task scope and implementation experience were reconstructed through interviews, documents, and other data in an attempt to describe how language, mathematics, and civics can be incorporated into art-based education for cross-disciplinary. In addition to analyzing the differences in curriculum intentions and implementation, this study discussed the possibility of recreating new experiences. This study discovered that the visual arts teacher represents form of visual arts within the other disciplinary. The cross-disciplinary curriculum practice may serve to mediate professional development with belief and identity to realize connections among real-life space, concepts of academic discipline, and personal imagination cross-disciplinary boundaries of structure and culture in school.

並列關鍵字

episodic narrative interview ； cross-disciplinary aesthetic education community ； cross-disciplinary curriculum ； art-based education

參考文獻

Moss, T. E., Benus, M. J., & Tucker, E. A. (2018). Impacting urban students’ academic achievement and executive function through school-based arts integration programs. SAGE Open, 8(2). doi:10.1177/2158244018773131

Mueller, R. A. (2019). Episodic narrative interview: Capturing stories of experience with a methods fusion. International Journal of Qualitative Methods, 18. doi:10.1177/1609406919866044

Winther, H. (2018). Dancing days with young people: An art-based coproduced research film on embodied leadership, creativity, and innovative education. International Journal of Qualitative Methods, 17. doi:10.1177/1609406918789330

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