| 摘要: | 美感教育的養成與校園藝術的學習環境，一直以來，是影響學童校園生活經驗的學習與學校藝術教學方案探討的課題。能美化校園的公共藝術除了能展現學校的特色與視覺美感，富有教育意義的校園公共藝術更可以是學童藝術創作的一種啟發形式。設置在校園中的公共藝術有別於設置在一般公共空間的創作，除了更重視其「公共性」、「藝術性」、「參與性」之外，更不能忽略「教育性」。因為校園是師生共同生活、學習的場所，所以校園公共藝術不僅是用來美化校園，它更肩負著藝術教育的重責，（王玉齡，2005）。而近幾年來被熱烈討論的創客運動（Maker Moment），在與藝術教育課程的結合後，更落實了藝術與人文扎根於校園的精神，提升了創客教育的學習成效。強調從動手「實作」中產生的想法繼而去探討問題的解決方式、進而實現夢想，從校園起步的創客教育，實作教學的媒材選擇，對校園公共藝術與學童在學習的應用與知識的體驗上，有很深切的互動影響。 在嘉義市興嘉國小「童心同心願景牆」陶壁工程中，筆者有幸參與整個製作過程，從設計的初心、題材的選擇、環境空間、陶版的製作、燒成、五、六年級師生四百七十多人的參與，到一塊塊的拼貼組合、陶壁完工的呈現，本研究基於此陶壁工程，從實際的參與、訪談，探索學校環境與公共藝術之關係，並透過創客教學過程的實作研究，提出本研究的結論與報告：一、校園公共藝術的設置，可以提升學童對藝術多元課程的認知與體驗。二、融入校園的公共藝術，可以增廣兒童學習的視野，成為成效顯著的教學範例。三、創客教育教學課程可以是導引學童體現「藝術與人文」美感教育的觸媒，進而啟發學童思考、創作與欣賞的能力。四、創客教育擴大了小格局的藝術創作，透過手作過程的創意變成實在、實用的公共藝術呈現，是新的藝術美學在人類生活中美的教育寓意與視覺享受。五、透過校園公共藝術與創客教育的學習，聯繫學童生活與知識的理解與運用，可以反映學童的內心世界與對環境地景的關懷度，培養學童體驗探究、發現與解決問題的能力與實踐。 根據研究結論，期能提供學校、教育單位、及正以各種藝術觀點融入教育課程與教育資源的相關單位做參考，並反思校園公共藝術的參與學習對創新教育的深化影響。
In addition to displaying the school's characteristics and visual aesthetics, school public art with an educational significance can be an inspiring form of school children's artistic creation. Since the school is a place where teachers and students engage in daily living and learning, school public art not only beautifies the campus, but also shoulders the heavy responsibility of art education (Wang Yu-Ling, 2005). the Maker Movement enthusiastically discussed in recent years, after the integration of art and education courses, has implemented the spirit of art and down rooting humanity and culture on campus, thereby enhancing the learning effectiveness of Maker Education. With an emphasis on ideas generated from hands-on implementation, solutions to problems can be further explored to achieve dreams. Maker education that starts from the campus and the choice of media for practical teaching have a profound interactive influence on school public art and children's learning applications and knowledge experience. This paper explored Chiayi Sing Chia Elementary School's ＂Children's Hearts and Cohesion Vision Wall＂ ceramic wall engineering, from the original intention of the design, the choice of subject matter, the environmental space, the production and kilning of ceramic plates, the participation of over 470 fifth and sixth grade teachers and students, to the collage of pieces and the presentation of the completed ceramic wall. Based on the ceramic wall engineering in this study, from the actual participation, interviews, the exploration of the relationship between the school environment and public art, to the practical research during the maker education process, the conclusions and reports in this study were proposed.1.The decoration of school public art can elevate children's cognition and experiences of art multiple curriculums.2.The public art integrated into school can broaden children's learning horizons and becomes the significant and effective teaching examples.3.The courses of Maker Education can lead children to experience the education of Art and Humanities courses and inspire children's abilities of thinking, creation and appreciation.4.The Maker Education expands the art creation. The presentation of practical public art which is by the process of hand-made with creation is implied meaning of the new aesthetics in daily life and visual enjoyment.5.The learning of school public art and Maker Education connecting children's life with the understanding and practical of knowledge can reflect the children's inner world and concern of environment. Besides, it also cultivates children to experience the abilities of exploration, problem-discovering and problem-solving and fulfills them. According to the conclusions, I expect the result can offer reference resources to schools, education institutions and other institutions trying to integrate different kinds of art viewpoints into educational curriculums,thus reflecting the profound influence of school public art participation and learning on innovative education. |
