藝術本位對素養教育實踐之啟示

Art-Based in Competence Education Practice

鄧宗聖(Tzong-Sheng Deng)

《藝術研究期刊》 10期 (2014/12) Pp. 159-186

摘要

近年來以藝術培養公民素養備受關注，而自主行動、社會參與以及溝通互動等三個面向構成核心素養的論述。本文以藝術本位的素養教育為主題，從相關研究論述中探索藝術活動對素養教育實踐的影響與助益。本文探析，藝術本位提供核心素養三面向的實踐策略，包括在藝術活動中思考、在美感對話中思考、在溝通互動中思考：透過藝術活動，學生能培養形塑自我意識，通過作品展現自主行動；美感交流中，則能強化社會參與的情緒與價值；溝通行動中，蘊含與所屬社群的分享與鑑賞，著重在互動中表達自我並形成社群。此外可結合文化論題，包括文化素養與視覺文化、多元文化與社區本位等範疇進行創作探究的學習。若接受藝術本位的觀點，師生間教與學之面向將有所變化。學習意味傾向計畫「作品導向」的活動，形塑學生在創作實踐中經驗自我情感、動機與價值的能力，以及橫向聯繫「我」相關的生活世界，產出社會參與的能力。每一間教室、不同科目、每次相聚都是發展關於師生共創故事（作品）的發展，聯繫學生對真實生活世界的觀察與思維。

關鍵字

藝術本位 ； 素養教育 ； 文化素養與視覺文化 ； 多元文化 ； 社區本位

並列摘要

The art cultivated civic competences has been concerned recently. There are three dimensions (autonomous, social participation and communication) comes to constitute the discourse of core competence for education. The thesis is based on art-based of competences education to explore the art activities for competence in the educational field. Educator's study of art and competence were revisited in this study in order to analyze the influence from the educator's art-based community. The author found that art-based offer three strategies to develop core competences, including thinking in artistic activities, thinking in aesthetic dialogue and thinking in communication and interactivity. Through the process of art activities, students would be able to cultivate their self sense, acting for self to finished their creation. While also developing the ability of aesthetic dialogue to draw on value and transform the power of their emotions, and to participate social issues. Given that communication and interactivity is connected with evaluation by the community, emphasis is placed on different media field that gives particular weight to self-expression and community development with interactivities. It is important to articulate visual literacy, multi-culture, community-based issues for creative inquiry learning. When an art-based perspective is adopted, while there will still be some variation between teacher and students in terms of the particular aspects of teaching and learning on which they focus, for all of them, the curriculum should incorporate creation-oriented activities that cultivate students' ability to experience self-emotion, motivation and value and social participation outputs (linked to the social relationships and values of the life world). The classroom then becomes a location for issue-building and story-sharing, which mediates between students' observation, thinking and the social reality.

並列關鍵字

competence education ； art-based ； curriculum reform ； visual literacy ； multi-culture ； community-based