| Summary: | 碩士 === 國立臺北藝術大學 === 藝術與人文教育研究所 === 97 === The trend of art education has changed, the postmodern art education values the diversity of art vision. Learners are encouraged to connect art with their own culture, societies and everyday life. Art is viewed as medium to respect multi-culture, pay attention to others, and do self-care and self-construct. All efforts lead to explore a whole perspective on arts and humanities education. Through the intersubjective dialogical process of education could inspire the individual to meaning construction, reflective thinking and extended mind. Thus, this study carries out a dialogical approach to art project to explore the possibilities of arts and humanities education.
The study uses action research as a method and organizes a ten-week art project, referred to as “Our Place”, in visual art course of H Junior High School in Taipei City. Our Place uses maps as image and lets the eighth and ninth grade students explore and discover the relationship between the environment and themselves through various media of visual art and different sensory perception. The project is designed and conducted with three targets: (1) to recall memory and awaken to the relationship between the place and selves through art, (2) to dig, clarify and discover the relationship between the place and selves through art and (3) to sound and communicate through art.
In the last two weeks, students involving Our Place have to execute an exhibition and invite other students, teachers, faculty, parents, relatives, etc. to exhibition to start a serious of dialogue through their team works. Dialogue in the whole project create a creative space in which participants study in social and environmental contexts, and learn by interacting with one another.
In addition, the website of Our Place also expands the learning, dialogical and interacting activities. From the circle of acting, observation, and reflection, and the sheets from students, this study observe that dialogical approach to arts and humanities education.could help learners: (1) experience the real world, (2) build learning community, (3)show respect the different points of view and promote plural understanding and (4) foster interest in art learning and change the attitude of art learning. Finally, based on reflections on the findings, the study consider that dialogical approach to arts and humanities education return human’s basic need in interaction and communication. The process of art learning should take care of learner’s subjectivity, put emphasis on dialogical co-work mode, provide all kinds of creation media, and enhance cross-disciplinary cooperation. Thus creating and learning could lead to the liberty of mind. It is art learning that is except art and beyond art.
|
|---|
