藝術人進入社區：對話性藝術創作的實踐與反思

Practicing Dialogical Arts: Fine Art Students’Learning in Community

陳筱安(Siao-An Chen)

指導教授 ： 吳慎慎

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所/碩士(2012年)

https://doi.org/10.6835/TNUA.2012.00127

摘要

本研究探討以對話性藝術創作開展的藝術學習新取向，對於高等藝術教育培養的藝術人，其所產生的學習意涵。本研究以藝術服務學習為中介，邀請藝術人參與本創作方案之實踐社群。在為期六週的準備階段、九週「藝樹服務學習課程」之實踐、寒假三天與社區國小學童一起進行的藝術行動中，研究團隊觀察記錄藝術人在服務、創作、實踐過程所產生意義學習與創作歷程的反思。從藝術人提出個人的學習與回饋中，可以理解藝術人對藝術創作的想像、身為公民藝術人的想法、以及個人產生的自我協商與學習轉化。而透過學習歷程的分析與討論，本研究分別從「社群學習的意義展現」、「個體連結與專業學習」及「實踐歷程的反思」三個面向中，分析歸納出對話性藝術創作所具有的學習意涵：合作學習的正向經驗；公民素養的覺醒與展現；傾聽他人、包容異己；個體意義的連結。這些學習內涵說明了對話性藝術創作，可以促發學習者對自我專業的省思、對社群學習以及社區文化的認同，並在自我與他者、文化、環境的協商與辯證中，發展多元化的個人認同。

關鍵字

對話性藝術創作 ； 實踐社群 ； 藝術服務學習 ； 社群本位藝術教育

並列摘要

The purpose of this study is to observe the learning experiences of fine arts students when exercising dialogical art practice as approach to learning arts in community. The researcher set up an arts-based service learning project as intervention and invited art-majored students of TNUA to co-work the practice in a local elementary school. During a 3-stage performances, the community of practice completed the art-based service learning project , having close encounter with elementary students in the local community setting. Under a fully –participant observation , the data throughout the process were collected and examined carefully.

The study finds that real world encounter has brought much reflection and positive learning experiences to each of each participant, obliging to think over again the imagination of arts, artist’s civic responsibilities, and the realization of transformative learning in the course of self-negotiation. Through discussion and analysis of the learning process of all, this study looks into the value and significance of dialogical art practice toward learners via three prisms: “the meaning of community learning”, “connection between the self and the professional art learning”, and “reflections on the course of practice”. Four areas have been summarized and induced, among them are : ” Positive experience of cooperative learning”; “awareness and practice of civic literacy” ; “Listening to the others, understanding the differences” ; “connecting and making meaning” . According to these findings, this study provides an interpretation of the dialogical art practice in the light of arts education.

並列關鍵字

Dialogical art practice ； Community of practice ； Art-based service learning ； Community-based art education

參考文獻

趙惠玲（2005）。視覺文化與藝術教育。臺北市：師大書苑。

賴春妍（2008）。從學習者成為鷹架者─社群觀點探看身分轉變的學習（碩士論文）。取自臺灣博碩士論文系統。（系統編號096NCU05464001）

康旻杰（2004）。認同的藝術─社區社群與公共藝術。載於臺北市政府文化局（主編），解放公共藝術：破與立之間（48-67頁）。臺北市：北市文化局。

吳慎慎（2006）。藝術人的終身學習：生命故事敘說的教學實踐。藝術教育研究，12，1-38。

Barr, R. B. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12-25.