樂齡藝術教育理論與實踐—以學習繪畫為主題的研究
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2020
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本研究以參與藝術活動的樂齡民眾為對象，進行學習繪畫為主題的研究，期望能透過本研究，整理出有助樂齡藝術課程進行之教學策略。經由質性研究法，進行個案訪談，研究者即為課程實施者，透過5個不同教學場域之樂齡學習者為對象。教學發展持續1學年的課程實施，實施對象共計200名。在課程初期，透過初期問卷方式獲得學員課程回饋資料，其中個案皆為55歲以上樂齡學員身分，抽取共計60份問卷資料分析後，從中依自願性挑選10名為個案訪談對象，其中男性2名與女性8名。研究結果如下：
一、促成樂齡者參與藝術活動方面：教學設計須考量樂齡者眼力與體力退化因素，作品朝向整體視覺效果、運用科技輔具、專業且容易學習等特性進行。
二、傳承分享之意涵方面：樂齡學習者有因為藝術的本質而學，亦有因為休閒等環境因素而學，學習動機多元，宜以課間小型分享會與期末展覽的方式，拓展同儕及親友間的互動，將作品研討與分享。
三、面對樂齡者學習遇困難與挫折方面：提供現場分組實作教材，兼顧正向鼓勵與專業指正的教學互動。
四、建構樂齡藝術教育課程方面：宜小單元內容規劃，以一課一主題方式進行，使因個人或家庭因素缺課者，有更友善的課程銜接安排。
透過歸納分析，提出「樂齡藝術課程教學策略」，建議教師循環式教學設計，並提供學生學習脈絡；了解樂齡者自然老化的特質，進行教學協助；後續研究，建議可擴及居家學習和拉近城鄉差距的學習模式，作為未來探討的議題。
This research is aimed at the ageing people who participate in art activities, and the study of painting is the theme. I hope that through this research, we can sort out the teaching strategies that will help the ageing people art courses. By using qualitative research methods to conduct case interviews. The researcher is the course implementer, and the elderly learners through five different teaching areas are targeted. Teaching development continues for one academic year, with 200 participants. At the beginning of the course, the course feedback data was obtained through questionnaires. Among them, the cases were all ageing people over 55 years old. After extracting 60 questionnaire data and analyzing them, 10 cases were selected voluntarily as interviewees. Six students continued join the course and four students left the course, two male and eight female, were interviewed. The findings are as follows: First, Promoting the participation of ageing people in artistic activities: Instructional design must consider factors such as them eyesight and physical degradation, and the works should be oriented towards overall visual effects, the use of scientific and technological aids and professional easy learning. Second, Connotation of inheritance and sharing: Some participatants join the program for learning professional skills, some just for leisure etc. There are multiple learning reasons. Therefore, it is advisable to expand the interaction among peers, relatives and friends by means of small class sharing sessions and final exhibitions, and to discuss and share works. Third, facing the learning difficulties and frustrations of the ageing people: Provide on-site group practice textbooks, taking into account the teaching interaction of positive encouragement and professional correction. Fourth, The construction of ageing people art education curriculum: The content planning of small units should be carried out in a lesson and thematic way, so that those who are absent due to personal or family factors have a more friendly curriculum arrangement. Through to inductive analysis, we propose "ageing people art course teaching strategies", suggesting teacher to design circular teaching and provide students with learning context; To understand the natural aging characteristics of seniors, and provide teaching assistance. Fllow-up research, suggesting that can be extended to home study and the learning model to narrow the urban-rural gap area is an issue for future discussion.
This research is aimed at the ageing people who participate in art activities, and the study of painting is the theme. I hope that through this research, we can sort out the teaching strategies that will help the ageing people art courses. By using qualitative research methods to conduct case interviews. The researcher is the course implementer, and the elderly learners through five different teaching areas are targeted. Teaching development continues for one academic year, with 200 participants. At the beginning of the course, the course feedback data was obtained through questionnaires. Among them, the cases were all ageing people over 55 years old. After extracting 60 questionnaire data and analyzing them, 10 cases were selected voluntarily as interviewees. Six students continued join the course and four students left the course, two male and eight female, were interviewed. The findings are as follows: First, Promoting the participation of ageing people in artistic activities: Instructional design must consider factors such as them eyesight and physical degradation, and the works should be oriented towards overall visual effects, the use of scientific and technological aids and professional easy learning. Second, Connotation of inheritance and sharing: Some participatants join the program for learning professional skills, some just for leisure etc. There are multiple learning reasons. Therefore, it is advisable to expand the interaction among peers, relatives and friends by means of small class sharing sessions and final exhibitions, and to discuss and share works. Third, facing the learning difficulties and frustrations of the ageing people: Provide on-site group practice textbooks, taking into account the teaching interaction of positive encouragement and professional correction. Fourth, The construction of ageing people art education curriculum: The content planning of small units should be carried out in a lesson and thematic way, so that those who are absent due to personal or family factors have a more friendly curriculum arrangement. Through to inductive analysis, we propose "ageing people art course teaching strategies", suggesting teacher to design circular teaching and provide students with learning context; To understand the natural aging characteristics of seniors, and provide teaching assistance. Fllow-up research, suggesting that can be extended to home study and the learning model to narrow the urban-rural gap area is an issue for future discussion.
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Keywords
樂齡藝術教育, 個案訪談法, 教學策略, Art Education for Ageing People, Case Interview, Teaching Strategy