| Summary: | 碩士 === 國立新竹教育大學 === 美勞教育學系碩士班 === 92 === The purpose of this study was based upon the implementation of re-utilization of lost space in the art instruction, in which different theories and practices were conducted. It reviewed the profiles and records of the Space Art Exhibition –“Meeting with the Prison” at former I-Lan Prison as the major study location from 2000 through 2003. Two aspects were examined including the concept of re-utilization of lost space and the value and connotation of creative art instruction. The study investigated the postmodern and community-oriented art education chronically through unique Taiwanese art culture.
The second project was an observation of the 2002 20th Century Human Rights and Prisons’ Photo Exhibition. In 2003, the researcher further conducted a presentation on “Visiting the former prison with a thinking toward the future ”, in which the audience viewed how ironed figures were installed behind the bars, accompanied with a questionnaire in checking students’ understanding
toward the re-utilization of lost space at former I-Lan Prison. And finally,upon the curriculum design of “Fun at Prison” summer camp, the researcher invited co-teaching colleagues for peer-observation as correction for
teaching. Students’ works, worksheets and files were compiled, together with opinions from students, teachers, parents and other people, the researchers posed the following findings:
(1) the concept and value of “re-utilization of lost space”: to provide a multi-perspective for designing art exhibition space, to investigate the characteristic of the former I-Lan Prison, and to offer educational setting
for art-preference citizens, hence presenting diversities in a post-modern society.
(2)the value in art instruction: the former I-Lan Prison provided a unique experience in feeling inhibition and loneliness than traditional classroom settings. Art properly expressed students’ emotions, thus fulfilled their solicitude for humans and communities.
(3)reviews and after-thoughts: students’ designing ability was acquired through involvement. Six-graders tend to imitate realistic device, hence further instruction on abstract expressions might be suggested. Audio-visual
presentation on human rights and urban development wouldn’t bring up future for art activities, instead, realistic experiences could evoke striking discussions, such as utilization of lost space. Besides, it’s those elites
who constituted art policies.
The operation of the summer camp by the Lang-Yang Educational Organization was not economically produced in the first place. Citizens’ recognition to the re-
utilization of former prison was decided more by ethical value, moral and concepts of law than by art education. In addition, instructors had a crucial effect on educating art-preference citizens. It also provided experiences in
communicating among teachers, parents, schools, Bureau of Administrative Affairs of Land, and Cultural Bureau for instructors.Suggestions for the Government and the Art-Humane curriculum at schools were also proposed, together with ideas for future research framework, target audience and methods.
|
|---|
