台北市立美術館導覽義工實務經驗與專業發展之研究

Abstract

人員導覽是美術館內最常見的教育活動。導覽義工是美術館不可或缺的導覽人力，是導覽活動的靈魂人物。本研究旨在探討美術館導覽義工的實務經驗，以及專業發展之相關課題。採取質性研究「多重個案」方式，選取台北市立美術館五位導覽義工為研究個案。透過訪談、觀察與文件分析取得研究資料，經由整理與分析，歸結出以下結論： 一、 導覽義工的實務經驗涵蓋「導覽義工個人」、「準備導覽內容」、「增進觀眾參與」和「考量美術館環境」四個面向。導覽義工所持的導覽信念，反應在導覽行為上。他們大多充分準備，上場隨機應變，而目前使用的導覽方式偏重「以導覽者為主」，尚未有「探索性」的導覽方式。 二、 導覽義工面臨的困難與挑戰包括：「多元類型及不斷更迭的展覽特性」、「導覽資源不足」、「高異質性的觀眾」、「難以具體知曉觀眾對導覽的反應」和「從藝術門外漢跨入導覽」。 三、 導覽義工因應困難與挑戰採取的專業發展方法，有「個人持續學習」與「團體協同成長」兩類。 四、 影響導覽義工專業發展的因素有：「對藝術的喜愛」、「學習的收穫」、「散播藝術種子的喜悅」、「館方的重視」、「觀眾的回饋」以及「克服時間的限制」。 五、 從五位個案的專業發展過程，可知導覽義工是終身學習的力行者。 最後，依據研究所得之結論，針對北美館導覽義工、北美館館方、學校參觀團體、社會藝術教育機構，以及後續研究提出建議，並且於文末進行研究省思。Docent-led tours are the most common educational activities in art museums. Docents are indispensable manpower for art museums and also the soul of art museum tours. This research is to explore practical experiences of docents, and to include related issues of professional development of docents. By using the qualitative research method for multiple cases, five docents of the Taipei fine arts museum are chosen as our case study. Therefore, the research data is obtained according to interviews with docents, observations of art museum tours and document analysis. After the data has been arranged and analyzed, we conclude: 1. The practice experiences of docents include four dimensions: docents themselves, preparing tour contents, promoting audience participation, considering environments around arts museums. The attitudes of docents have much influence on their performances. Docents often prepare adequately, and act according to circumstances. The current modes of museum tours are docent- dominated. However, exploration modes are not presented yet. 2. The difficulties and challenges that docents confront include: various and constantly changing exhibition characteristics, insufficient resources of museum tours, diverse audience’s characters, difficulty in knowing audience’ actual responses, and docents who not major in arts. 3. The professional approaches against difficulties and challenges include: the continued personal learning and the development group of docents. 4. The factors that influence docents’ professional development include: their interest in arts, harvests from learning, enthusiasm for disseminating arts, museums’ respect, audience’ feedbacks and overcoming time restrictions. 5. According to the understanding of five docents’ professional development processes, we can say that docents are practicers of lifelong learning. Finally, this research gives suggestions, which are based on our study to docents, museums, schools, social art education institutions and future researchers. Furthermore, reflecting on this research is proceeded in the end of the thesis.