融入社會實踐的大學通識藝術課程－以「藝術欣賞自主學習」及「服務學習與社會實踐」課程為例

Integrating Social Practice into the Art Curriculum of the University General Education-Take the courses ＂Autonomous Learning in Art Appreciation＂ and ＂Service-Learning and Social Practice＂ as Examples

林子晴(Tzu-Ching Lin)

《慈濟通識教育學刊》 14期 (2022/06) Pp. 2-30

https://doi.org/10.6755/TCJGE.202206_(14).0001

摘要

藝術教育是美感教育的核心，也是強化國家競爭力重要的一環，但大學通識藝術課程內容，往往與各系專業及日常生活缺乏關聯。「藝術欣賞自主學習」及「服務學習與社會實踐」課程依循杜威「藝術即經驗」的思想，引導學生從周遭的生活經驗出發，將課程中學習到的藝術表現形式，連結自身人文社會學科專業。藉由公開展演在課程創作的兒童劇，學生不但可以實踐大學社會責任，同時可從服務學習中獲得寶貴的經驗。從參與課程的師生紀錄中發現提升學生學習效益包含：（1）從經驗學習提升藝術欣賞能力；（2）運用後現代藝術的拼貼手法呈現小敘事；（3）從服務學習的過程獲得珍貴的友誼、團隊合作能力，並激發對社會的責任感。

關鍵字

通識課程 ； 藝術欣賞 ； 自主學習 ； 社會實踐 ； 服務學習

並列摘要

Art education is the core of aesthetic education and is essential for strengthening national competitiveness. However, the content of the art courses in college general education programs is usually separated from students' disciplines and living experiences. The instructors of ＂ Autonomous Learning in Art Appreciation ＂ and ＂Service Learning and Social Practice＂ courses follow Dewey's ＂Art as Experience＂ approach, guiding students to connect their humanities and social sciences expertise with artistic expressions in the curriculum. By creating the plays for children and performing in public, students can fulfill university social responsibility and obtain valuable service-learning experiences. According to the students' reflections and instructor's records, these two courses improved students' learning effectiveness which includes : (1) enhancing the ability of art appreciation from experience learning; (2) using the collage technique of post-modern art to present short narratives; (3) gaining precious friendship, teamwork ability, and inspiring the sense of responsibility to society through the process of service-learning.

並列關鍵字

General Education ； Autonomous Learning in Art Appreciation ； Social Practice ； Service-learning