王秀雄美術教育思想與實踐

Abstract

王秀雄（1931- ）是臺灣第一位留日學習美術理論的學者，終身奉獻教育志業作育英才無數，對於提升臺灣的美術教育研究學術地位貢獻卓著，於1997年獲頒「中華民國當代美術創作成就獎－美術理論」，2004年榮獲國立臺灣師範大學美術系所聘任為終身名譽教授，為學界所景仰，喻為是「臺灣藝術教育界的經師人師典範」、「管理者/藝教者/學者三位一體的典範」、「臺灣美術教育的建構者」及「臺灣美術教育界的教父」。 本研究旨在探討王秀雄對於臺灣美術教育發展的貢獻與影響，聚焦於王秀雄的美術教育思想與實踐為核心，研究方法採用文獻分析、統合研究法、敘事研究法、訪談研究及教學觀察，探釋王秀雄在立言－學術研究史、立功－工作史、立德－生命史之人生三不朽層面，綜觀其在學術典範的知識建構，與教育家典範的具體實踐，樹立重要的標竿範式。 本研究發現如下： 一、王秀雄對於臺灣美術教育理論建構的貢獻： （一）、美術教育的開拓：臺灣傳播西方美育思想第一人，重視美術教育哲理確立美術教育前瞻發展方向，推動鄉土美術教育啟發多元文化美育觀點，透過美術館教育以落實提升美術鑑賞教育； （二）、美術史的建構：臺灣美術研究方法論與系譜形構，強調美術史學方法論要因研究取向慎選研究方法，藝術家個案評論要重視內外在因素的統合研究，臺灣美術史建構要強調內外考證之科學與理性，日本美術史專著是教學與研究的重要參考文獻； （三）、美術鑑賞的教育：從心理學開展美術批評的實踐，主張美術心理學拓展藝術創作內在成因的觀察視角，美術鑑賞提供作品描述、分析、解釋、評價的具體策略，美術批評提昇美術鑑賞教學實務的判斷視野； 確立其達到人生三不朽之立言。 二、王秀雄對於臺灣美術教育推展實踐的影響： （一）、美術教學與行政工作：追求卓越永續發展； （二）、主持專案研究計畫工作：學用兼具產學合作； （三）、參與美術課程標準工作：關鍵決策銳意興革； 確立其達到人生三不朽之立功。 三、王秀雄對於臺灣美術教育家卓越典範的樹立： （一）、人格特質追求卓越自我實現； （二）、經師人師樹立終身學習範式； 確立其達到人生三不朽之立德。 依據王秀雄在臺灣美術教育領域的立言、立功及立德的典範，本研究確立王秀雄為臺灣美術教育史上的良師典範標竿建構者。

Wang Hsiu-Hsiung (1931- ) is the first Taiwanese scholar that had been studying art theory in Japan. Through Wang’s life, he has been dedicated to education and has cultivated numerous outstanding juniors. Owing to his significant contribution to improving the academic status of Taiwan’s art education research, Wang was awarded the “Republic of China’s Contemporary Fine Arts Creative Achievement Award for Art Theory” in 1997, and he has been designated as a Lifetime Honorary Professor of the Department of Fine Arts at the National Taiwan Normal University in 2004. Being respected and admired by the academic community, Wang is honored as “the model for teachers in the art education community”, “the model for managers/arts teachers/scholars” and “the godfather of Taiwan’s art education community”. The purpose of this study is to explore Wang Hsiu-Hsiung’s contribution to and influence on the development of art education in Taiwan, and the core of this study has been focused on his thought and practice on art education. Several research methods have been adopted, including: literature analysis, integration research, narrative research, interview research and teaching observation. Through the analysis, the three immortal levels of Wang’s life have been explored—(a) the level of establishing ideas: the history of academic research; (b) the level of establishing contributions: work history; (c) the level of establishing morals: life history—in order to understand his knowledge construction as an academic model, his concrete practice as an educational model, and his progress of setting an important benchmark for Taiwan’s art education community. The research results are listed as follows: 1. Wang Hsiu-Hsiung’s contribution to the construction of Taiwan’s art education theories: (1) The Pioneering of Art Education: Wang is the first person that promotes the Western aesthetic thought in Taiwan. He has attached great importance to the philosophy of art education, set up the forward-looking direction of the development of art education, promoted local art education to inspire multicultural aesthetic point of views, and enhanced art appreciation education through museum education. (2) The Construction of Art History: Wang has established the art methodology and the formation of genealogy in Taiwan. He has stressed that the research methods in the art historian’s methodology should be based on the research orientations, the case write-ups of artists should pay attention to the integration research on the internal and external factors, the construction of Taiwan’s art history should be emphasized on the science and reason of the internal and external textual criticism, and his writings of Japanese art history have been served as the important references for teaching and research. (3) Art Appreciation Education: Wang suggests that the practice of art criticism should be based on psychology. He has advocated that art psychology can expand the perspectives of the internal factors of artistic creation, art appreciation can provide specific strategies for the description, analysis, interpretation and evaluation of art works, and art criticism can enhance the vision of the teaching practice of art appreciation. From the above, it is clear that Wang Hsiu-Hsiung has reached the immortal level of establishing ideas in his life. 2. Wang Hsiu-Hsiung’s influence on the practice of the promotion of Taiwan’s art education: (1) Art Teaching and Administrative Work: Wang has always pursued excellence and sustainable development. (2) The Execution of Research Projects: Wang has combined his study and practice to enhance the industry-university cooperation. (3) The Establishment of Arts Curriculum Standards: Wang has insisted on the reformation of art education. From the above, it is clear that Wang Hsiu-Hsiung has reached the immortal level of establishing contributions in his life. 3. The excellent model that Wang Hsiu-Hsiung has established for Taiwan’s art educators: (1) Wang’s personality is committed to the pursuit of excellence self-realization. (2) He has established a model of integrity and diligence for the teachers in Taiwan. Therefore, it can be said that Wang Hsiu-Hsiung has reached the immortal level of establishing morals in his life. To sum up, this study has confirmed that Wang Hsiu-Hsiung has established an ideal model of a good teacher in Taiwan’s art education history.