- 學位論文
「有溫度的camera」藝術創作體驗：國小弱勢學童的社群學習
「Warming Exploration with a Camera」for Disadvantaged Students: Learning Arts in the Community
摘要
社群本位藝術教育（community-based art education）的實踐重視關懷倫理與社群學習，強調對話與連結，著重個體與社群或公眾間的關係連結與意義的建構。這種以對話與同理心連結的後現代藝術教育觀，主張在社群的合作、接納和關懷氛圍中，提供可以發聲、建構自我意義的踐履性學習空間。 當前，面對日漸增加且需要支持關懷的弱勢學童，僅僅以課業補救教學的協助方式，對於提昇其低學習成就及低自我概念的成效十分有限。研究顯示，透過藝術的學習對於弱勢學童的課業與生活發展產生正向的影響。因此研究者與合作夥伴共同規劃發展「有溫度的camera」藝術學習方案：結合社區機構、居民及大學生共同參與，讓藝術進入社區，與10位國小弱勢學童共同發展社群學習。方案的實踐分為兩個階段：第一階段是為期九週的藝術方案體驗課程，透過社區居民的分享與主題創作，累積藝術創作的能量。第二階段則以社群合作的藝術行動的方式，讓學童走進社區與居民互動、對話。最後，再將兩階段的創作歷程以展覽作為成果呈現，並邀請學校、社區組織與居民及來賓等等，與這群學童展開對話與交流。 本文從社群本位藝術教育、關懷倫理學及社群學習三個面向論述方案的設計理念與實踐，其次說明方案實踐的歷程，最後從作者參與觀察與深入訪談的日誌、紀錄，以及與工作夥伴共寫的網路平臺等所蒐集的資料中，分析弱勢學童經歷本藝術學習方案的經驗轉化。本研究所獲得的結論，可從兩個方面來說：首先，從弱勢學生透過藝術的學習中發現：1、關懷關係中的藝術學習，可以觸動原本不容易接近的學生，2、藝術的學習能轉換學生學習經驗，3、社群藝術的實踐能擾動參與其中的人。其次，研究發現以下四個面向有助於弱勢學生獲得的正向學習經驗：1、有以以學生為主體的思考，2、建立以關懷為核心的社群學習，3、透過社區參與的真實學習，以及4、透過社群合作，從差異中學習。 可見，透過藝術的學習可以增進社區連結、創造重視、關懷、肯定、社群合作等正向的學習經驗，幫助弱勢學童找到他們的認同與意義，這正是藝術與人文教育所關照的內涵，也看見藝術的無限可能性。
並列摘要
Community-based art education, stemming from postmodernist art education, values the ethics of care and community learning in its practice. Through dialogue and empathy, understandings and connections are established between oneself and the others in the community, thus creating a performative space of learning, where different voices could be heard and meanings of self could be constructed. Emerging researches reveal that learning through arts brings out positive impacts on learning, especially to the disadvantaged students both in and outside school, hence stimulating the idea of conducting this “Warming Exploration with a Camera” Project. This arts learning project delivered by local arts university students was conducted in a local elementary school class for disadvantaged students. The project invited the community organizations and community people, together with the arts-major undergraduates and 10 disadvantaged elementary school students, forming a community of learning, and hands-in-hands practicing arts in the community. After the primary phase of 9-week arts lessons, the class had shared experiences from the community people and created art works. Then, in the second phase, the learners got out of the classroom and entered the community, beginning to dialogue and interact with more community people. At the end of the project, an exhibition was curated, exhibiting the process and art works from these two phases, where the whole community was invited to this exhibition and dialogued with these young artistic learners. Through the prisms of “community-based arts education”, “ethics of caring” and “community learning”, this research designed and conducted the “Warming Exploration with a Camera” Project to explore the learning experiences and transformation of the disadvantaged students. Data were collected through close observations, interviews, journals and film records from the researcher and partners and so on. This research was discussed from two perspectives: Firstly, in the learning of disadvantaged students through arts, the findings are : 1. the unreachable students could be reached through caring relations, 2. learning experiences could be different by learning through arts, 3. community arts practice could arouse the people engaged; Secondly, through the positive learning experiences gained by the disadvantaged students, the findings summarized are :1. learner-centered thinking; 2. caring as the core community learning; 3. authentic learning through community engagements; 4. learning from differences in community collaboration. According to these findings, this study provides a possibility for the disadvantaged students to identify with themselves through arts and community learning.