社會重建取向在視覺藝術教學之研究－以關渡社區公共藝術之教學為例
Abstract
中文摘要
本研究重建課程規劃所強調的，將課程融入社區公共藝術或社區問題，讓學生透過社區探究及行動，解決社區問題，營造永續優質的環境，經由批判與實踐為導向之課程設計體現社會重建理論。
本研究目的是以社會重建取向應用關渡社區的公共藝術教學所發展的課程內容、教學活動與研究省思。採行動研究方式，以台北市北投區關渡國小五年級學生作為研究對象，二班學生共計六十九人，在課程結束後接受社會重建課程-公共藝術篇實施成效調查問卷。
本研究資料分析是透過學生學習單、學生作品、教學日誌、觀察員的紀錄、攝影、問卷，以質性研究為主，量化為輔，來探究以社會重建取向應用關渡社區的公共藝術教學，所發展的課程內容、教學活動與研究省思。茲將本研究結果主要發現，摘述如下：
（一） 社會重建取向融入關渡社區公共藝術教學，讓學生透過學習瞭解、探究、行動三階段，能使學生獲得公共藝術知識，並增進學生保留或改進社區、社會藝術品的知覺及行動力。
（二） 社會重建取向融入關渡社區公共藝術教學，讓學生活用知識，實踐生活改造，提升學習意願、成就感及對社區學校的認同感。
Abstract This research, adopting social reconstructed theory, emphasizes the course incorporating with public art and issues of community. By the course design of critique and practice, the experimented students have to involve in the issue and find a way to solve the problem of community in order to create an incessant high-quality environment. The goal of this research lays stress on course design and activities related to public art of Guandu community by using concept of social reconstruction. In the process of action research, the objects of study that are 69 students in fifth grade of Guandu primary school at Piteou district in Taipei city have to take the social reconstructed course—questionnaire related to the effect of public art. By analyzing supplement materials, student’s works, teaching diaries, photographs, questionnaires and records of observer, this research discusses how to use social reconstruction on public art of Guandu community; on the other hand, it reflects on the content of courses and teaching activities. As a result, we find out the following: 1. Through learning this course, social reconstruction incorporating with public art in Guuandu community, students can get knowledge of public art and realize the connection between art and environments. Moreover, they could perceive the community problems and take action to solve them. 2. Through the course, the learning intentions of students increase gradually. Therefore, they can make use of knowledge to improve living quality and identify with their own school and community.
Abstract This research, adopting social reconstructed theory, emphasizes the course incorporating with public art and issues of community. By the course design of critique and practice, the experimented students have to involve in the issue and find a way to solve the problem of community in order to create an incessant high-quality environment. The goal of this research lays stress on course design and activities related to public art of Guandu community by using concept of social reconstruction. In the process of action research, the objects of study that are 69 students in fifth grade of Guandu primary school at Piteou district in Taipei city have to take the social reconstructed course—questionnaire related to the effect of public art. By analyzing supplement materials, student’s works, teaching diaries, photographs, questionnaires and records of observer, this research discusses how to use social reconstruction on public art of Guandu community; on the other hand, it reflects on the content of courses and teaching activities. As a result, we find out the following: 1. Through learning this course, social reconstruction incorporating with public art in Guuandu community, students can get knowledge of public art and realize the connection between art and environments. Moreover, they could perceive the community problems and take action to solve them. 2. Through the course, the learning intentions of students increase gradually. Therefore, they can make use of knowledge to improve living quality and identify with their own school and community.
Description
Keywords
社會重建, 社區, 公共藝術, The social reconstruction, community, public art