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  • 學位論文

視覺藝術教學方案行動研究:藝術家教師的反思實踐

Artist Teacher as Reflective Practitioner: Action Research on Visual Art Learning Program

指導教授 : 吳慎慎
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摘要


當代藝術教育與視覺藝術教學的趨勢在視覺文化現象無所不在的氛圍下,不再只強調技法的熟練與媒材的認知,更加入學習生活周遭事物與藝術教育的關聯以及對各式日常視覺影像的思考與解讀。藝術與人文教師不再只是教藝術課程的老師,而是將教學作為藝術實踐的藝術家教師。藝術家教師在課程設計和教學過程中,以藝術家的熱情與感知,透過藝術創作作為面對生活的媒介,實踐教學。如何引領學生透過藝術創作學習融合生命情境與其所處的社會脈絡,強化個人內在的自我成長、探索社會文化經驗與自我定位之間的關係,開展自我的生命意義,成為當前藝術家教師實踐視覺藝教學需要關照的課題。 本論文以當代藝術教育與視覺藝術教學實踐的理念以及藝遊誌方法觀點為基礎,再秉持研究者反思自身學習視覺藝術的專業背景,進入國中擔任視覺藝術課程教學,基於對藝術創作與教學實務兩方面的熱誠,立意在藝術家、教師�學習者的視角之外,加入研究者身分,進行自我探索並發展藝術家教師的生命路向。研究者首先從自己歷年累積的教學方案進行反思性的整理分析,同時與當代藝術教育理念實務的論述相互對話、仔細檢視、進行詮釋性的理解。研究者回顧一路來的教學發展歷程與經驗,初步歸納出自身歷來教學實踐的共同目標內涵有:1、連結生活脈絡與意義,2、接納文化與認同差異,3、實踐對話性創作,4、培養自覺與反思。據以持續探究,在行動中反思,進一步認為藝術家教師除了需要擁抱多重身分,讓專業的主體性發展更為自由與開闊以外,也應致力於對話取向的藝術與人文教學以落實多元文化教育實踐。因此,研究者在前述四項目標內涵之外,再擴展教學理念目標為六項:1、增進理解與關懷,2、接納文化與認同差異,3、培養自覺與反思,4、連結生活脈絡與意義,5、建立美學社群,6、實踐對話性創作,作為本研究設計實踐視覺藝術教學方案之依據。 本研究設計發展以社群為本位的行動研究《她說的故事和他的不一樣》視覺藝術創作方案。本方案為期八週,以繪本創作為媒介,由研究者和27名八年級學生一同探索學習,以學生為主體,透過社群合作建構故事角色,以對話討論與共同創作,營造自主的、多元的、游移的教學空間,並且充滿反思性、敏感性、生成性與各種可能。透過教學者與學習者之間的互動與反覆的課程操作,得以在形成性的歷程中持續修正,在藝術創作的實踐歷程中合作完成繪本製作。 研究者在藝術創作、教學�學習、研究的同時行動中不斷進行省思,體認藝遊誌的核心理念與方法能夠讓研究者在實踐中進出藝術家、教師、學習者的多重身份,從反思實踐中觀想並理解學生與研究者自身的學習,檢視視覺藝術教學的理念與方法,以及性別與多元文化素養教育之重要性。研究者最後依本行動研究實踐獲得的經驗學習,認為透過對話的社群合作和共同創作,以及以學生為主體的藝術創作體驗,更加可以落實視覺文化藝術教育的多元實踐,並獲得學習的肯定。

並列摘要


Contemporary arts education and visual art learning have embraced the vital presence of visual culture in our everyday life. Focuses on apprehension of arts making techniques and the use of media has shifted, where the understanding and interpretation of everyday visual images and the connection between life and arts education have also gained importance in nowadays classrooms. Thereupon, facilitating learners to connect with their life situations and social contexts, as well as to experience social culture and navigate oneself through self-development in life, has been the concern of artist teachers. For them, teaching and learning is a way of practicing arts, as they put in their artists’ enthusiasm and perceptions into curriculum design and teaching, probing into facets of social and life through arts making. Based on the concepts of contemporary arts learning and a/r/tography, this study reflects upon the learning experiences of the artist/researcher/teacher herself, where by constantly reflecting on and locating herself in the intertwining identities, new lights were being shed upon the practices of the artist/researcher/teacher, turning on the dynamic cycle of the reflective practitioner. Delving into her past teaching experiences in a junior high school, the researcher reviewed and analysed her visual art teaching and learning programs, and came up with these common grounds concluded: connecting with learners’ life contexts and meanings, attentive to multi-culture and its differences, carrying out dialogical arts practice, and cultivating self-awareness and self-reflections. To further her practice as an artist teacher, the researcher developed a visual art learning program in this study by expanding the former teaching principles into the following 6: 1. Promoting mutual understanding and caring; 2. Enhancing awareness and openness toward cultural differences; 3. Cultivating self-awareness and self-reflections; 4. Connecting with life contexts and meanings; 5. Building aesthetical community; 6. Carrying out dialogical arts practice. Bearing these aforementioned principles in mind, the researcher designed and prepared The Story Told: Versions by She & He, an 8-week visual art learning program conducted in a class of 27 eighth-graders. From week to week, students discussed about gender-related topics, read topic-related picture books, and then collaboratively decided and created characters and storylines which finally put together a picture book of their very own. Throughout the conduct of this program, researcher interacted with learners face-to-face and also through activity sheets reading and giving feedbacks. Besides, keeping journal of teaching and learning had also given chance for the researcher to take note, rethink, and reflect upon self practices, at the same time, coming up with revises and ideas for coming-week practices. The learning process including students’ interactions and reactions in class, feedbacks written on sheets, and their artistic creations during the entire program were closely observed, noted, and discussed. Interlacing with the self reflections and examinations of the researcher herself, data were then analyzed and interpreted, eventually concluded in the findings: 1. Through meticulous designed arts learning program, not only did the learners experience and learn of visual art making techniques and media, they also did experience integrated learning of performing arts and creative picture book making from scratch, forming in-depth and real life learning through arts. 2. Through community learning, students learned to listen and understand others’ opinions, causing a re-examination and reflection on their thoughts, and resulted in further understanding on multicultural and gender and issues. 3. Enhancing collaborative learning and forming learning communities in class had incited different learning attitudes among students, where they constructed together a positive experience of working together, and learned to find one’s niche, as well as learned to appreciate abilities and competences of others and to help out each other. 4. Teaching art should also teaching as art, boundary between an artist and a teacher should be crossed over and be blurred, in order to refine and further develop one’s artistic practice of teaching and become an artist teacher and a reflective practitioner.

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