視覺藝術課程參與社會實踐之行動研究--以尼泊爾LLES服務學習為例
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2017
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本研究旨在探討結合跨文化服務學習的視覺藝術課程之實踐經驗，對服務者、被服務者及研究者帶來的成效與省思，過程中採用兩個循環的行動研究，首先探討在尼泊爾LLES(Lighting the Life English school)海外服務學習新建校舍美化工程的藝術實踐，第二個循環探討藝術才能班學生回應LLES的F.B.xO.S.（Free Bus x Our Style）的畢業專題募款活動。研究者關注其中發生的問題、解決策略及成效進行分析與省思。根據研究結果獲致的結論如下：
一、實踐A/r/tography的概念與學生共行、共學、共創，能深化視覺藝術課程的發展與歷程建構；
二、跨文化的視覺藝術教育服務學習應以當地社區為教室、以當地居民為師、當地視覺文化為教材；
三、透過服務學習進行實踐的視覺藝術課程，能使學生轉化為主動學習者、服務生產者、社會助人者、領導者，並啟動LLES當地的美感細胞萌芽；
四、視覺藝術參與社會實踐之行動研究過程中，透過不間斷的反思能同步整合高層次思考能力，發展領導才能及團隊合作能力，亦促使社會關懷與社會正義觀念覺醒；
五、結合服務學習的視覺藝術課程所達的成效與12年國民教育藝術課程核心理念與素養一致，兩者的結合在未來教育中肩負成功與否，及品質提升的關鍵性角色；
六、在兩個實踐案例中，LLES的7-9年轉化計畫最後應同步喚醒當地卓越的美感細胞，讓社區的美感營造呈現在地視覺文化；F.B.xO.S.的畢業專題募款活動讓藝術展演有更多的延伸，課程中注入世界公民的概念，藉由義賣同步實踐社會企業的概念。
最後，研究者針對：
一、LLES教師、現職教師、華人磐石領袖協會提出視覺藝術課程相關的建議；
二、後續研究方面提出實踐過程與研究法之建議，以資後續教學者及研究者參酌。
This study aimed at exloring the educational impact of integrating cross-cultural service learning with visual arts curriculum on service-providers, service receivers, and the researhcer.It was done through two rounds of action research and field studies. During the first round, the action research investigation was conducted at LLES school site during July, 2013 and January, 2016 on collaboration of classroom design and decoration. The second round was done to investigate the F.B.x O.S.graduation fund-raising project by specially-talented art class at Shun-Tien elementary school in April-May, 2016. The program results were analyzed on problems found, educational solutions, and learning effectiveness. The findings include: 1.The practice of A/r/tography has enabled students to collaborate together on taking action, motivating learning, and creating constructive edcuational meanings. This will further empower and enrich the total effect of visual arts curriculum development and structure. 2.Cross-cultural visual arts service learning should sitaute itself in the community as its classroom site, consider the local people as source of value reference, and include the local culture's visual characteristics and assests. 3.Visual arts currciulum that aimed at service learning has transformed students into active learners, compassionate service-providers, social change initiators and student leaders who have in turn promoted cross-cultural visual arts communication and influence. 4.Integrating visual arts with social action research has encouraged more continuous reflection and complex critical thinking on educational impact, leadership-building, and team-building. It will encourage students' awareness on enhacning social justice and peace-making. 5.Integrating service learning with visual arts curriculum will make educational impacts deeper and last longer well beyond class duration and school space.This study has shown that the service-learning-enriched visual arts curriculum responds well with the primary goals of National K-12 Arts Curriculum Standards.Integrating the two different educational objectives together will be a deciding factor that determines the future success of overall educational progress and qualities of our nation. 6.The two rounds of action research have proved to be educationally critical for future direction. First of all, during the 7-9 years period of LLES program, the visual art education should be an important cotinuous element in order to cultivate and develop asthetic education of students and the local community.F.B.x O.S.The art exhibition and fund-raising will expand learning beyond school and community, and will develop the idea of social business and the concept of global citizenship for students. Finally, the researcher has offered the following suggestions regarding art education: 1.How the teachers of LLES program, the practicing teachers, and the Chinese Rock Leadership Association should modify and improve; 2.How future researchers and teacher practitioners can do on exploring such educational projects. Keywords: art curriculum、service learning、action research、A/r/tography
This study aimed at exloring the educational impact of integrating cross-cultural service learning with visual arts curriculum on service-providers, service receivers, and the researhcer.It was done through two rounds of action research and field studies. During the first round, the action research investigation was conducted at LLES school site during July, 2013 and January, 2016 on collaboration of classroom design and decoration. The second round was done to investigate the F.B.x O.S.graduation fund-raising project by specially-talented art class at Shun-Tien elementary school in April-May, 2016. The program results were analyzed on problems found, educational solutions, and learning effectiveness. The findings include: 1.The practice of A/r/tography has enabled students to collaborate together on taking action, motivating learning, and creating constructive edcuational meanings. This will further empower and enrich the total effect of visual arts curriculum development and structure. 2.Cross-cultural visual arts service learning should sitaute itself in the community as its classroom site, consider the local people as source of value reference, and include the local culture's visual characteristics and assests. 3.Visual arts currciulum that aimed at service learning has transformed students into active learners, compassionate service-providers, social change initiators and student leaders who have in turn promoted cross-cultural visual arts communication and influence. 4.Integrating visual arts with social action research has encouraged more continuous reflection and complex critical thinking on educational impact, leadership-building, and team-building. It will encourage students' awareness on enhacning social justice and peace-making. 5.Integrating service learning with visual arts curriculum will make educational impacts deeper and last longer well beyond class duration and school space.This study has shown that the service-learning-enriched visual arts curriculum responds well with the primary goals of National K-12 Arts Curriculum Standards.Integrating the two different educational objectives together will be a deciding factor that determines the future success of overall educational progress and qualities of our nation. 6.The two rounds of action research have proved to be educationally critical for future direction. First of all, during the 7-9 years period of LLES program, the visual art education should be an important cotinuous element in order to cultivate and develop asthetic education of students and the local community.F.B.x O.S.The art exhibition and fund-raising will expand learning beyond school and community, and will develop the idea of social business and the concept of global citizenship for students. Finally, the researcher has offered the following suggestions regarding art education: 1.How the teachers of LLES program, the practicing teachers, and the Chinese Rock Leadership Association should modify and improve; 2.How future researchers and teacher practitioners can do on exploring such educational projects. Keywords: art curriculum、service learning、action research、A/r/tography
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視覺藝術課程, 服務學習, 行動研究, A/r/tography, art curriculum, service learning, action research, A/r/tography