The Interaction of Art Education between School and Museum under the Combined Construction ：The case of Jan-Cheng Junior High School and Museum of Contemporary Art Taipei

• Main Authors: Chiou Sheau Shy, 邱曉詩
• Other Authors: 林曼麗
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/86782040757769035514

碩士 === 國立台北師範學院 === 藝術與藝術教育研究所 === 92 === In this thesis, the interaction of art education between school and museum under the combined construction is investigated and we expect that it will lead to more possibility of diversification in recent education environment. We take Jan-Cheng Junior High School and Museum of Contemporary Art Taipei, the first combined construction in Taiwan, as a subject to investigate. We start with the survey of literatures in order to understand the progress of this combined construction and find out the drives that lead to the educational cooperation between school and museum in these years. On the other hand, we go into the fields and use participant observation assisted by interview and content analysis to construct related information. During investigation, four points are illustrated as follows: 1.What is the “driving force” leading to the cooperation between school and museum? 2.Which “platform” does the reaction be occurred on between school and museum? 3.What the “difficulties” is during the cooperation between school and museum? 4.How to build up long-term “education partners” relation of school and museum? In our investigation, we find that the basis of the crucial drive is the physical environment from the combined construction is essential for school and museum to go into the conversation platform with uninterrupted courses and meetings, and then solve problems of interaction with ways of conflict, negotiation and integration. Furthermore, the relationship of education partners is formed by teachers and museum educators by “upward communication” with continued dialogue, .knowledge transformation and cooperated group of specialized dialogue. So in this thesis, we suggest that if school and museum try to interact by this mode, first they will construct well interaction relationship in environment, and then think about methods of resource integration by interaction experiences in society. Finally, the “knowledge management” is used to deal with this distinctive interaction experiences in cultural environment, and we hope that the mode of the combined construction will be reserved and popularized.