臺北當代藝術館藝術家駐校計畫之影響：以日新國小為例

Impacts of the Artist-in-School Program at the Museum of Contemporary Art, Taipei: The Case of Rixin Elementary School

陳閔婕(Min-Jie Chen)

指導教授 ： 江明親

國立臺北藝術大學/文化資源學院學術論文/文創產業國際藝術碩士學位學程/碩士(2016年)

摘要

無資料

關鍵字

臺北當代藝術館館校合作；藝術家與學校教師的夥伴關係；藝術家駐校計畫；創意夥伴計畫；藝術家駐校計畫評估方法

並列摘要

Abstract
Artist-in-School Programs have various kinds of models, including artists or art groups implementing workshops, exhibitions, performances, lectures or teaching in the art classes. MOCA Artist-in-School Programs belong to the last model: MOCA collaborates with schools and invites artists to design lessons to teach in the art classes. I worked as an intern for four months from Oct 2014 to Jan 2015 in MOCA. I was responsible for many tasks in the department of education promotion and marketing and also participated in the whole process of 2015 Artist-in-School Program at Rixin Elementary School.
This study is centered with both my working experience and research process with 2015 Artist-in-School program at Rixin Elementary School. Through a case study approach, in-depth interview, literature review, document analysis, I explore an art teacher’s role position in an Artist-in-School Program and also discuss how an art teacher’s role has lasting impact on school art education. Also, I wish to put forward suggestions to MOCA for executive members and make this study as references for follow-up executive members.
The objectives of this study are as follows: (1) clarify the history development of Artist-in-School Programs.  (2) clarify the operation of Creative Partnership successful cases.  (3) investigate the partnership and interaction types between artists and teachers.  (4) explore MOCA Artist-in-School programs and its planning process.  (5) Evaluate 2015 MOCA Artist-in-School Programs at Rixin Elementary School.  (6) position the role of an art teacher in an MOCA Artist-in-School Program.
This study has found that :(1) long-term collaboration between MOCA and Rixin Elementary School has impacts on school and MOCA (2) partnership between an artist and an art teacher is necessary in the Artist-in-School Program (3) an art teacher occupies an irreplaceable position not only in but also after the Artist-in-School Program (4) a school teachers’ participation and self-positioning has impact on students’ learning of art not only in but also after the Artist-in-School Program (5) Artist-in-School Program has impacts on students imperceptibly

並列關鍵字

MOCA Museum-School Collaboration ； partnership between artists and teachers ； Artist-in-School Program ； Creative Partnership ； Evaluation of an Artist-in-School Program

參考文獻

阮楨鈞〔Ruan Zhen-Jun〕(2015)。從知識傳遞到共構參與−以台北當代藝術館「藝術家駐校計劃」為例〔From Knowledge Transmission to Co-constructing Participation−A Case Study of MOCA Taipei “Artist-in-School Program”

Biddle, L. (1988). Our Government and the Arts: A Perspective from the Inside. New York: ACA Books.

Bumgarner, C.M. (1994). Artists in the Classrooms: The Impact and Consequences of the National Endowment for the Arts' Artist Residency Program on K-12 Arts Education (Part 1). Arts Education Policy Review, 95 (3), pp 14-29.

EastonH. (2003). The Purpose of Partnerships: an Outline of Benefits and Shortcomings. Teaching Artist Journal, 1 (1), 19-25.

Eisner, E.W. (1974). Is the Artist in the School Program Effective?. Art Education, 27 (2), 19-23.