提升國中校園公共藝術素養策略之研究—以某國中為例

研究者本身是國中校園公共藝術參與者，其創作發想源自2004年國中舉行第一次基測後，學生離畢業還有2個多月的「空白課程」而設計「藝術工程」校園公共藝術課程。與協同教師及畢業生共同參與創作，歷時12年，共計15件作品。本研究的目的想瞭解國中校園公共藝術群體創作歷程中，會產生那些學習行為，而這些行為如何改變思維？新思維模式所產出作品內涵如何由原本以美化「藝術性」發展為以學生生活、學校特色到關懷社區的「公共性」及「反思性」？本研究觀察分析校園公共藝術創作過程，對學生適才適性、教導者的牽引、關心社會脈動、公共藝術施作地點等等，會改變公共藝術創作內涵，讓學生體會生活即藝術，藝術即生活，促進校園公共藝術素養：學生對校園公共藝術的認知提升、技能活用、情意展現、養成團隊精神的多元學習；教師擁抱改變、堅持熱情、團隊合作引爆新思維；校園公共藝術延伸社區，結合在地資源展現人文關懷。

關鍵字

視覺藝術；公共藝術；藝術才能班；藝術工程

並列摘要

The researcher herself is a junior high school campus public art participant, the creative thinking was derived from the first basic test in 2004, there was more than two months "blank course" waiting for students graduation, thus "Art Works " was designed. Cooperation with jointing teachers and students to participate in co-creation lasted 12 years, a total of 15 works have been created. The purpose of this study would like to know how the junior high school campus public art group creation process will produce what learning behaviors, and how these behaviors can change thinking？ and how the meaning of work created by these thinking patterns can develop student life, school characteristics and caring community "public" and "reflective" via "artistic" beautification？ This study is to analyze the creative process of campus public art, students adaptability, instructor traction, society pulse concerning, public art facilities location and so on will change the public art connotation, to enable students to experience life as an art, art is life, and to promote the campus public art literacy; thereby to enhance students cognition on campus public art, skills utilization, affective display, to develop multiple learning of team spirit; teachers embrace change, adhere to the enthusiasm and teamwork will set off a new thinking; campus public art will extend to community, and to bind local resources to show humane care.