Have library access?
IP:18.97.14.85
  • Journals

透過藝術實作的大學美感素養課群-實踐與反思並重的經驗學習模式

A Program of Aesthetic Education through and in Arts Performance: Experiential Learning Mode with Practice and Reflection

Abstracts


美感教育是以鼠性認識能力的養成為主,除了藝術以外,也可以藉由其他的方式來養成。有鑑於藝術是人額戚性經驗的高度發展,其中藝術實所涉及的嵐性認識包涵對外界人事物的欣賞、自我欣賞及動手創作的藝術實作的身體覺察與調整等,以藝術實作來作為培養戚性認識的媒介,確實有其有效的性。然而在大學通識教育中實施透過藝術實作的美感素養課程,其中知識承載度問題,是一個不容忽視問題;而藝術實作的教學該怎麼教才能從專業藝術技術的教學而轉成為一種感性認識能力的養成教育;以培育感性認識能力為主的藝術實作課程該教什麼?怎麼教?其學習成效又該如何評估呢?這些都是教學者所需面對的挑戰。本文提出一種以培育感性認識能力為主的、其知識承載度的、透過藝術實作的美歐素養課群發展方案,文中提出本教學方案的規畫理念、課程發展機制、三個課程實例介紹及其參與課群發展後的課程差異、及評量機制說明等。

Parallel abstracts


Aesthetic education is mainly to cultivate perceptual abilities, in addition to art, can also be developed by other ways. Art is a highly developed human perceptual experience and effective media to develop perceptual abilities, especially for arts performance. But how to enhance the knowledge dimension of aesthetic education through and in arts and how to transform the arts performance into the technology of self are challenges for the educator. This paper presents a program of aesthetic education through and in arts performance, including curriculum ideas, operations of curriculum development, introductions to tree courses in this program and expose the change in courses or teaching practice.

Cited by


蔡昕璋(2017)。社區大學教師教學知能、美感素養與教學工作滿意度之關係研究:以臺北市社區大學為例〔碩士論文,國立臺北藝術大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0014-0507201702591600

Read-around