台北市立美術館親子教育活動規劃與學習策略之研究

Abstract

在面對美術教育趨勢更迭之際，美術館成為當代重要的藝術教學場域，肩負起連結藝術與大眾的責任。有鑑於美術館的機構使命與責任，需要進一步檢視的是美術館是否確能針對親子觀眾的特性，規劃適宜的親子教育活動。以及美術館親子教育活動能否發揮親子共同學習的意義，運用妥切的學習策略，並對家庭釋放出善意，提供更多具有吸引力的、生動有趣的教育活動，與更人性化的設施等。 本研究首先要探討美術館親子教育活動規劃的理論依據，並以台北市立美術館（簡稱北美館）為個案研究場域，藉由訪談、文件分析與觀察等質性研究的方法，分析北美館親子教育活動規劃之相關要素，包含：活動目的、活動類型、實施歷程、執行者角色及空間情境考量等，以透析北美館親子教育活動的規劃與活動執行歷程中，所具有之重要意義與親子共同學習內涵。 綜合文獻探討與研究發現，歸納出北美館親子教育活動的規劃內涵與親子學習策略： 一、影響北美館親子教育活動形成的因素，包含使命與教育活動宗旨、歷史傳統、相關人員、活動效益與週期等。 二、北美館親子教育活動的類型與內涵，可包括假日親子活動、親子導覽與資源教室等三類型，並各有不同的親子共同學習內涵。 三、北美館親子教育活動規劃是無固定模式的動態活動企劃歷程，在實施的運作歷程中需要與活動執行者溝通，也須考量特有的空間情境。 四、以「兒童－活動－父母」關係來探究北美館親子教育活動，呈現從獨立到合作學習間的三種不同親子共同學習內涵的學習策略。 基於前述之結論，研究最末提出包括給活動規劃者、活動教師、參與活動之親子及後續研究等之具體建議，並分享研究省思，以作為檢視與思考的面向。At the turning point of art education, a museum has become an important domain of art education and is responsible for connection between arts and the public. Thus, it is important to further examine whether museums are able to plan out appropriate parent-child activities based on the characteristics of their visitors and whether museums could apply appropriate learning strategies so that the art museum’s parent-child activities could bring parent-child co-learning into full play and provide user-friendly facilities and more attractive and interesting activities.

This research will first discuss theories of planning art museum’s parent-child activities and will do a case study on the Taipei Fine Arts Museum (TFAM). By qualitative research methods, including interview, observation and literature review, the research will examine the related elements of TFAM’s planning on parent-child activities, which include goals of activities, types of activities, procedures of activities, roles of executors, and atmosphere of the environment, to thoroughly analyze the spirits and importance of parent-child co-learning during the process of activities planning and executing at TFAM.

Through literature review, the planning spirit of parent-child activities and strategies of parent-child co-learning at TFAM includes the followings: 1. Factors that affect the forming of parent-child activities at TFAM include missions and objectives of educational activities, traditions, related personnel, activity benefits, and frequency. 2. The types and spirit of the parent-child activities at TFAM include Family Holiday, parent-child guided tour, and Art Experience Corner, which carry out different parent-child co-learning spirit from one another. 3. The process of designing a parent-child activity at TFAM is non-fixed but dynamic; it considers the particular atmosphere of the environment and requires coordinating with executors during activities. 4. Examining parent-child activities at TFAM by the “child-activity-parent” relationship, it shows three different learning strategies of the parent-child co-learning spirit from individual learning to co-learning.

Based on the previous, the research provides suggestion and advice to activity organizer, executors, parents and children who participate in activities, and future researchers; and it also offers notes of this research for further research.