校園藝術牆彩繪前後美感教育之分析與探討

Analyzing and Exploring of Aesthetic Education on Pre-Painted and Post-Painted Campus Wall

王淑華(Shu-Hua Wang) ； 曾國安(Kuo-An Tseng)

《傳承與創新-文化混血的設計創意》 十五屆 (2016/12) Pp. 136-151

https://doi.org/10.6678/IICHC.2016.10

摘要

有鑑於教育部於民國103年提出的十二年國民基本教育課程綱要中指出，核心素養的架構強調以人為本的「終身學習」，並針對「溝通互動」的面向指標提出了三點核心素養的內涵，「藝術涵養與美感素養」即為其中重要的一個內涵。「溝通互動」強調學習者應能廣泛應用各種的工具，有效地與他人及環境互動。藝術即是其中重要的溝通工具之一，國民應具備藝術涵養與生活美感，並善用這些工具（教育部，2014）。「彩繪校園」是彩繪藝術的一種展現，目的是經由美化校園的環境，讓學生在漫遊校園時，能親近學生的心靈，也令校園中的師生賞心悅目。因此，作者希望藉由探討具有美感的彩繪校園主題，落實國中藝術與人文課程教育，並提出四點研究目的，從文獻探討中瞭解當今國內外美感教育的現況，並採用質性研究的方法作一文字性的資料分析與詮釋，最後歸納出三點結論：（一）從彩繪牆的感想省思幫助學生獲得美感認知與美感素養。（二）培養學生關懷自然環境與藝術人文結合的適切性。（三）美術老師重視校園情境布置的重要性。藉由探討具有美感的彩繪校園，建構並提升中學生的美感經驗與關懷環境的認知，希望可以提供中學美術老師與教育工作者參考與建議。

關鍵字

美感素養 ； 美感教育 ； 藝術人文 ； 關懷自然

並列摘要

As indicated in the curriculum guidelines for the 12-year compulsory education proposed by the Education Ministry in 2014, the fostering of core attainments should focus on people-oriented ＂lifelong learning,＂ three connotations are proposed under the ＂communication and interaction-oriented＂ indicators, and ＂artistic and aesthetic accomplishment＂ is one of the important connotation. ＂Communication and interaction＂ emphasize that learners should effectively interact with others and the environment using various tools. Art is one of the key tools for communication; citizens should have artistic accomplishments, as well as an aesthetic attitude toward life, and they should be adept at using these tools (Education Ministry, 2014). ＂Painted Campus＂ is a form of presenting colored painting art to allow the campus to touch the heart of students wandering around the area. ＂Painted Campus＂ also aims to offer a striking scene to teachers and students by beautifying the campus environment. Therefore, by discussing the esthetical painted campus, the author hopes for the implementation of arts and humanities programs in middle schools. The four research purposes are proposed. The author attempts to grasp an understanding of the esthetic education both locally and abroad through exploration. The author then analyzes and interprets the textual data using a qualitative research method. Finally, the paper concludes the following: (1) Reflections on painted walls help students grasp aesthetic perceptions and accomplishments. (2) The relevance between the concerns of students about the natural environment and the arts and humanities should be established. (3) Art teachers need to pay attention to the importance of campus layout. The author intends to foster and improve the aesthetic experience of middle school students and their environmental awareness to offer references and suggestions to art teachers and other teaching staff of middle schools.

並列關鍵字

Aesthetic accomplishment ； aesthetic education ； arts and humanities ； show concern to nature