「Tayal Balay」－泰雅族視覺文化應用於國小視覺藝術教學之行動研究

台灣是一個多元文化的社會，同時台灣的藝術教育也是一種多元的藝術教育。藝術與人文的重要性遠超過於課本的教材，更不等同於課本中分配的比例。目前，在國小基礎教育的藝術與人文課程中，已有一些以原住民藝術主題的教學內容，但通常只限於學生學習及認識原住民藝術的入門課程探討，並未深入研究。研究者認為在「文化意識抬頭」的社會潮流中，藝術教育應該不只是主流文化的教學，而是應該結合視覺文化藝術教育與多元文化藝術教育的觀點，統整領域教學，尋找泰雅族視覺文化的優勢，創造擁有在地文化特色的「藝術教學課程」。藝術教育的對象為「人」，而「人」是藝術教育的主體，本研究以泰雅語「Tayal Balay」為教學設計的核心概念，「Tayal Balay」在泰雅語中是代表「真正的人」，研究者希望孩童能透過本研究的視覺藝術教學，結合生活和五官的融入，運用到實際的層面，不僅可以更加認識自己的家鄉，也可以提升對於泰雅族文化的認同感。本研究經文獻探討後以行動研究方式進行，運用泰雅族視覺文化特色，發展三大主軸為主的視覺藝術教學，分別是「口說藝術」、「紋面藝術」及「織布藝術」，而下又分為數個教學次單元，各單元的教學活動之間彼此互相連結，達到課程的一致性及統整性。本研究的研究目的為（一）探討泰雅族視覺文化藝術教學之發展歷程（二）探討學童對於泰雅族視覺文化的學習情形與回饋（三）提出泰雅族視覺文化藝術教學之省思與建議。研究者希望結合在地泰雅族文化與學童生活經驗，發展出擁有在地特色的「在地藝術教學課程」。研究者在課程實施的過程中發現，學童對於學習泰雅族的文化課程非常有興趣，尤其是「紋面」與「織布」的教學活動。研究者也發現學童在作品中會加入自己的生活經驗，讓自己的作品更加貼近生活；而有些學生則是會受到傳統的框架影響，在作品的表現中就比較有限制，例如：有學童認為女生就應該要畫出Ｖ型的紋面，沒有其他變化，這個部分有點可惜！本研究在探討學童對於泰雅族視覺文化的學習情形與回饋，成果說明大多數的學童都樂於參與課程，在作品的表現上也能給予正向回饋。研究者認為，在這樣的一個偏鄉小校，藝術教育可以結合文化教育，在文化教育上，學校不僅可以在母語課時傳承文化經驗；在藝術教育上，也可以運用視覺圖像來使孩童認識泰雅族文化，不僅可以看到還可以實作。研究者期望這樣的一種創新的視覺藝術教學策略，在這樣具有特色的偏鄉小校中，可以為原住民新生代孩童的藝術教育帶來些許影響或是改變。關鍵詞：視覺文化藝術教育、多元文化藝術教育、泰雅族、在地文化

關鍵字

視覺文化藝術教育；多元文化藝術教育；泰雅族；在地文化

並列摘要

Taiwan is a diverse society, while the art education in Taiwan is also a diversified art education. The importance of Art and Humanities is far more than the material of textbook, not equal to the proportion assigned by the textbook. At present, in the art and humanities curriculum of elementary school, there has been some teaching content on the theme of indigenous art. But usually limited to introductory and understanding of indigenous art, not studied in depth. The Researcher think that in the social trend of "cultural awareness improvement”, the Art education is not just teaching mainstream culture, and it should be a combination of visual culture art education and multicultural art education, and integrate all areas of teaching. Looking for the advantages of the Atayal Visual Culture, to create an art teaching curriculum that has local cultural characteristics. The object of art education is “Human”, and “Human” is also the main subject of art education. This research takes Atayal language "Tayal Balay" as the core concept of instructional design. "Tayal Balay" is the "real person" in the Atayal language. The researchers hope that children can use the visual arts teaching in this study to combine life and five senses, and use it in the real life. Not only can you know your hometown more, but also you can enhance your sense of identity through the Atayal culture. The research is referenced from literature review, and would be practiced with "The Action Research". Using the visual cultural characteristics of the Atayal, the three main axes of visual art teaching have been developed, namely, “The Art of Speaking”, “The Art of Tattoo” and “The Art of Weaving”. And it is cut into several teaching units, each unit of the teaching activities are linked to each other, to achieve the consistency and integration of the curriculum. The purpose of the research is (1) Explore the development of Atayal visual culture art teaching. (2) Explore the learning situation and feedback of children learning Atayal visual culture (3) Put forward the thought and suggestion of the art teaching to the visual culture of the Atayal. The researcher hope to combine the local culture of Atayal and living experience of students, to develop “local art teaching curriculums” with local characteristics. During the curriculum implementation, the researchers found that children were very interested in learning the Atayal culture curriculum, especially the teaching activities of "The art of tattoo" and "The art of weaving". The researchers also found that students will add their own life experience to make their painting closer to life. Some students are influenced by traditional frameworks and have more restrictions on the performance of their painting. For example, some children think that girls should draw a V-shaped tattoo, no other changes, this part is a pity! This research explores the learning situation and feedback of children learning Atayal visual culture, the results show that most children are happy to participate in the curriculum. And Positive feedback can also be given in the performance of their painting. In my opinion, in a small school like this, Art education can combine Culture education. In Culture education, the school can not only pass on cultural experience in the mother tongue class. In Art education, can also use visual images to make children know Atayal culture, it is not only can see but also can operation. The researcher hope such an innovative teaching strategy of visual art education in a small school like this, can have a slight impact or change in the art education of indigenous children in the new generation. Key words: Visual Culture Art Education, Multicultural Art Education, The Atayal, Location culture