青少年視覺藝術鑑賞教學統整理論與實務---主要概念課程精神之實踐
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2006
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Abstract
青少年視覺藝術鑑賞教學統整理論與實務
----主要概念課程精神之實踐
摘要
九年一貫課程改革確實鬆綁了國民教育僵硬處，而以較開闊的視野爲教育注入新的活力。對藝術教育而言，統整人文知識跳脫過去以技術為主的課程，使藝術能與生活、環境及文化等關聯，讓藝術教育更具時空意義。然而，實施以來，迭有學者認為學生藝術相關知能似乎有所退化，而藝術教育也更為邊緣化，若果屬實，是什麼原因造成此一教改的目標無法達成？子策略是否偏離原定母目標？值得予以探究。
本論文從現「象」省思著手，再思考時空互動下「體」與「用」之關聯。從當今九年一貫藝術與人文課程實施批判起，思考怎樣的統整才是有效益？進而提出以視覺藝術為核心輔以生活及文化網路之人文整合、以統合各家藝術教育理念之精要作為統整之策略；並以人生高層次之抽象概念作為貫穿整體鑑賞教學課程設計之核心精神，而提出以「主要概念」作為視覺藝術鑑賞課程之實踐。
本研究以文獻探討及教師之自我省察作為研究方法，就研究者二十年之藝術教育經驗，提出四大策略七項主題統整實例，作為實踐，茲臚列如下：。
策略一 整合現代與後現代鑑賞教學之觀點而展發之鑑賞教學
＜向現代藝術探險去＞系列
策略二 基於學科取向DBAE而發展之鑑賞教學
＜探索藝術的奧秘＞系列
策略三 基於後現代藝術教育理念而發展之社區及社會議題探討
＜孩子眼裡的台灣＞系列
策略四 基於影像時代之視覺文化藝術教育而發展之人文關懷
＜放眼世界＞系列
經實證與省察，本論文提出：當今後現代藝術教育思潮，不應全然取代過往的研究，過去的理論可作為今日藝術教育的基石，並豐厚其內涵，如此才不至於顧此失彼，過猶不及；同時，在實施時應顧及核心精神之主要概念，才能實踐有效益的鑑賞教學。
最後根據研究結論提出建議：藝術教育是文化公民的養成教育，期盼透過鑑賞教育改善台灣的文化環境，因此藝術教育的改革工程應作有系統的研究與反省。此外。藝術教育之哲學觀應具前瞻、長遠性，不可隨波逐流，失去目標。本研究之意義，即在於提出適當之鑑賞教學統整課程之架構，期待改變眼前藝術教育淪為邊緣課程的破敗狀，更呼籲積極建構國家總體藝術教育之主體精神。
關鍵字：視覺藝術鑑賞教學、統整理論與實務、以視覺藝術為核心之鑑賞課程、主要概念課程精神、文化網路之人文統整
Practices of the Conceptual Curriculum: The Integrated Approaches for Adolescents’ Art Appreciation Classes Meng-shang Chu Abstract The nine-year consistent curricular program has cut loose the confinement of compulsory education and infused the educational system with wider scopes and energy. As far as art education is concerned, the integration of knowledge of liberal arts has broken through the narrowness of former technique-oriented programs, making connections among art, life, environment and culture as well as providing art education with unprecedented meanings. Since the praxis of the new program, however, scholars have been arguing that students have retrograded in terms of their art-related knowledge and skills and that art education has gradually become marginalized. If this is true, what is the reason that has given rise to the failure of the education reform? Have the means deviated from the original main objectives? This is a subject worthy of exploring. This thesis begins with a reconsideration of the phenomenon, then move on to that of the interaction between the system and practice at a particular moment. It critiques the liberal arts curriculums in the nine-year program, considering the likely methods of integration and thus putting forth an integrative tactics that consolidates cultural and day-to-day life Internet practices and that centers around visual art. Moreover, this thesis upholds the idea that philosophical and abstract concepts should be the overarching value in art appreciation programs; “main concepts” are the practice of visual art appreciation curriculums. The exploration of historical documents on the self-appraisal of educators is central to this research. This thesis proposes four tactics and seven items of integration cases as follows: Tactic I: an appreciation program, the “Exploration of Modern Arts” series, derived from the integration of modern and postmodern perspectives on appreciation programs; Tactic II: an appreciation program based on field-oriented DBAE, the “Profundity of Arts” series; Tactic III: the “Taiwan from Children’s eyes” series, the communal and social issues derived from the concepts of postmodern art education; Tactic IV: a “World-View” series, a program with human concerns developed from the visual art education in the age of images; After practice and reconsideration, this thesis holds that the present trend of postmodern art education should not entirely replace previous researches; existing theories could be the cornerstone of art education today and enrich the contents so as not to fall into prejudice. In the process of practice, to maintain the main concepts is to achieve viable appreciation programs. Finally, this thesis makes a few suggestions based on the research: art education is the cultivation of cultured citizens. It seeks to improve the cultural development in Taiwan through appreciation programs. Hence, the reform of art education should be under scrutiny and reconsideration. In addition, the philosophy of art education cannot do without its scope and perspective. The significance of this research lies in the configuration of the framework of workable appreciation programs in the attempt to change the present plight of the deterioration of art education into marginalized curriculums and to advocate the construction of national art education as a whole. Keywords: visual art appreciation education, integrative theory and practice, visual art central to appreciation curriculums, ideal of main concepts, humanistic integration of cultural Internet
Practices of the Conceptual Curriculum: The Integrated Approaches for Adolescents’ Art Appreciation Classes Meng-shang Chu Abstract The nine-year consistent curricular program has cut loose the confinement of compulsory education and infused the educational system with wider scopes and energy. As far as art education is concerned, the integration of knowledge of liberal arts has broken through the narrowness of former technique-oriented programs, making connections among art, life, environment and culture as well as providing art education with unprecedented meanings. Since the praxis of the new program, however, scholars have been arguing that students have retrograded in terms of their art-related knowledge and skills and that art education has gradually become marginalized. If this is true, what is the reason that has given rise to the failure of the education reform? Have the means deviated from the original main objectives? This is a subject worthy of exploring. This thesis begins with a reconsideration of the phenomenon, then move on to that of the interaction between the system and practice at a particular moment. It critiques the liberal arts curriculums in the nine-year program, considering the likely methods of integration and thus putting forth an integrative tactics that consolidates cultural and day-to-day life Internet practices and that centers around visual art. Moreover, this thesis upholds the idea that philosophical and abstract concepts should be the overarching value in art appreciation programs; “main concepts” are the practice of visual art appreciation curriculums. The exploration of historical documents on the self-appraisal of educators is central to this research. This thesis proposes four tactics and seven items of integration cases as follows: Tactic I: an appreciation program, the “Exploration of Modern Arts” series, derived from the integration of modern and postmodern perspectives on appreciation programs; Tactic II: an appreciation program based on field-oriented DBAE, the “Profundity of Arts” series; Tactic III: the “Taiwan from Children’s eyes” series, the communal and social issues derived from the concepts of postmodern art education; Tactic IV: a “World-View” series, a program with human concerns developed from the visual art education in the age of images; After practice and reconsideration, this thesis holds that the present trend of postmodern art education should not entirely replace previous researches; existing theories could be the cornerstone of art education today and enrich the contents so as not to fall into prejudice. In the process of practice, to maintain the main concepts is to achieve viable appreciation programs. Finally, this thesis makes a few suggestions based on the research: art education is the cultivation of cultured citizens. It seeks to improve the cultural development in Taiwan through appreciation programs. Hence, the reform of art education should be under scrutiny and reconsideration. In addition, the philosophy of art education cannot do without its scope and perspective. The significance of this research lies in the configuration of the framework of workable appreciation programs in the attempt to change the present plight of the deterioration of art education into marginalized curriculums and to advocate the construction of national art education as a whole. Keywords: visual art appreciation education, integrative theory and practice, visual art central to appreciation curriculums, ideal of main concepts, humanistic integration of cultural Internet
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Keywords
視覺藝術鑑賞教學, 統整理論與實務, 以視覺藝術為核心之鑑賞課程, 主要概念課程精神, 文化網路之人文統整, visual art appreciation education, integrative theory and practice, visual art central to appreciation curriculums, ideal of main concepts, humanistic integration of cultural Internet