Our Place：對話取向的藝術與人文教學實踐

“Our Place”: A dialogical practice in visual art classrooms

張佳薇(Chia-Wei Chang)

指導教授 ： 吳慎慎

國立臺北藝術大學/文化資源學院/藝術與人文教育研究所/碩士(2009年)

https://doi.org/10.6835/TNUA.2009.00077

摘要

在藝術教育思潮變遷之下，後現代藝術教育論述強調多元化的藝術視野，重視學習者與其日常生活、社會文化脈絡的意義連結；以藝術學習為中介，從尊重多元文化，關懷他者到自我的安頓與建構，展現出了以人為本的人文藝術教育觀。以學習者為主體，透過平等共享的對話互動，可能促發學習者進行意義建構、連結反思、拓展自我的歷程。因此，本研究實踐對話取向的藝術與人文教學，探究藝術與人文教育的可能模式。
本研究以行動研究法，於台北市H國中視覺藝術課程展開歷時十週的「Our Place」創作方案。「Our Place」創作方案以地圖為意象，讓八、九年級的學生，藉由視覺藝術的種種媒材，及不同的感官知覺，探索與發現環境和自我的關係。課程設計與進程主要有三個層次：（一）透過藝術喚起記憶、察覺自身與地方環境的關係（二）透過藝術挖掘、釐清、發現自身與地方環境的關係（三）透過藝術發聲與對話。
「Our Place」創作方案在最後兩週策展小組的作品呈現，學生們邀請來賓，包括學校各領域的老師、各班學生、校長、主任、家長及親友等，與來賓展開一系列的對話。在對話交流的創造性空間，互動的對話學習交織在環境、鄰里居民、同儕、老師、家長及自我之間。
「Our Place」同時也建立課程網站，延伸學習、對話與交流。本研究從行動、觀察、省思的循環歷程，以及學生的回饋書寫中發現，對話取向的藝術與人文教學有助於學習者：1. 體驗真實世界2. 形構學習社群 3.呈現差異觀點及促進多元瞭解 4. 建立藝術學習的興趣與改變藝術學習的態度。最後，根據研究所得，進行省思，認為對話取向的藝術與人文教學，回歸了人對於互動溝通的需求；而藝術學習的過程必需積極關照學習者的主體性，重視對話的協作模式，並提供多元寬廣的創作媒材，重視跨領域的整合，使藝術創作與學習成為解放心靈的可能歷程，這是在藝術的學習之外也超越藝術的學習。

關鍵字

對話性創作 ； 「Our Place」創作方案 ； 對話取向藝術教育 ； 行動研究

並列摘要

The trend of art education has changed, the postmodern art education values the diversity of art vision. Learners are encouraged to connect art with their own culture, societies and everyday life. Art is viewed as medium to respect multi-culture, pay attention to others, and do self-care and self-construct. All efforts lead to explore a whole perspective on arts and humanities education. Through the intersubjective dialogical process of education could inspire the individual to meaning construction, reflective thinking and extended mind. Thus, this study carries out a dialogical approach to art project to explore the possibilities of arts and humanities education.

The study uses action research as a method and organizes a ten-week art project, referred to as “Our Place”, in visual art course of H Junior High School in Taipei City. Our Place uses maps as image and lets the eighth and ninth grade students explore and discover the relationship between the environment and themselves through various media of visual art and different sensory perception. The project is designed and conducted with three targets: (1) to recall memory and awaken to the relationship between the place and selves through art, (2) to dig, clarify and discover the relationship between the place and selves through art and (3) to sound and communicate through art.

In the last two weeks, students involving Our Place have to execute an exhibition and invite other students, teachers, faculty, parents, relatives, etc. to exhibition to start a serious of dialogue through their team works. Dialogue in the whole project create a creative space in which participants study in social and environmental contexts, and learn by interacting with one another.

In addition, the website of Our Place also expands the learning, dialogical and interacting activities. From the circle of acting, observation, and reflection, and the sheets from students, this study observe that dialogical approach to arts and humanities education.could help learners: (1) experience the real world, (2) build learning community, (3)show respect the different points of view and promote plural understanding and (4) foster interest in art learning and change the attitude of art learning. Finally, based on reflections on the findings, the study consider that dialogical approach to arts and humanities education return human’s basic need in interaction and communication. The process of art learning should take care of learner’s subjectivity, put emphasis on dialogical co-work mode, provide all kinds of creation media, and enhance cross-disciplinary cooperation. Thus creating and learning could lead to the liberty of mind. It is art learning that is except art and beyond art.

並列關鍵字

dialogical art ； “Our Place” project ； dialogical approach to art education ； action research.

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