“批評與脈絡學習”在藝術師資培育的應用研究：跨文化的觀點與在地教學行動研究的省思

Implications of Critical and Contextual Studies in Art Teacher Education: Critical Reflection on a Cross-Cultural Study in England and an Action Research in Taiwan

羅美蘭(Mei-Lan Lo)

行動研究 ； 批評學習 ； 跨文化 ； 審美關懷 ； 藝術師資培育 ； Action research aesthetic caring ； art teacher education ； critical studies ； Cross-Cultural

藝術教育研究

13期（2007 / 05 / 01）

95 - 121

繁體中文

本研究資料取自九十四學年度國科會專題研究計畫，執行時間從2005年8月至2006年7月，研究要旨為：從跨文化研究觀點探討「批評與脈絡學習」在藝術師資培育之應用。研究者首先從文獻探討和實地訪察來探究英國藝術師資培育「批評與脈絡學習」的理論，然後考量台灣藝術教育現況和視覺文化特色，來設計藝術賞析專題課程，邀請國立花蓮教育大學九十四學年度修習「藝術與人文教學設計」課程的美勞教育學系三年級39位學生和「藝術鑑賞與批評專題研究」課程的視覺藝術教育研究所一年級7位學生為課程參與者，進行教學行動研究。在研發藝術賞析課程方案過程中，除了轉化運用英國學者Rod Taylor和Nicholas Addison的「批評學習法」理論外，研究者在教學實務中發展「審美關懷」藝術教育理念、運用ICT（資訊傳播科技）支援藝術教學，最後提出批評與脈絡學習方案在台灣藝術師資培育跨文化應用的檢討與建議。

This paper is derived from a research project running from August 2005 to July 2006 sponsored by the National Science Council, Taiwan. The purpose of this research is to develop an ”art appreciation and criticism” program implying theories of 'critical and contextual studies' in England with a cross-cultural view. The researcher first reviewed the theory and practice of critical studies in art teacher education in England. Then, the researcher conducted action research in National Hualien University of Education in Taiwan with an implication of English scholars Rod Taylor's and Nicholas Addison's teaching strategies of critical studies for art teacher education. The participants of the action research were 39 undergraduate students of the Art & Craft Department who attended the course of ”ArtCurriculum Design and Teaching Practice” and 7 graduate students of the Graduate Institute of Visual Arts Education who attended the course of ”Seminar in Art Appreciation and Criticism” taught by the researcher in the 2005 academic year. In addition to implication of English scholars' theories, the researcher developed concept of 'aesthetic caring' and integrated ICT with art teaching through action research. Finally, based on research findings and teaching reflection, the researcher recommended art curriculum programs and teaching-learning strategies for training art teachers.

1. 廖敦如(2004)。從全球化的視覺文化觀點一探討「流行文化」為議題之藝術教學。藝術教育研究，7，55-86。
   連結：
2. Addison, N.,Addison, N.,Burgess, L.(2000).Critical and contextual studies.Learning to teach art and design in the secondary school: A companion to school experience.
3. Addison, N.,Burgess, L.(2000).Learning to teach art and design in the secondary school: A companion to school experience.
4. Allison, B.(1982).Identifying the core in art and design.Journal of Art & Design Education,1(1),59-66.
5. Anderson, T,Milbrandt, M. K.(2005).Art for life: Authentic instruction in art.
6. Atkinson, D.(2002).Art in education: Identity and practice.London:Kluwer Academic Publishers.
7. Atkinson, D.,Dash, P.(2005).Social and critical practices in art education.Stoke on Trent:Trentham Books.
8. Barthes, R.,Lavers, A.,Smith, C.(1957).Mythologies.London:Johnathan Cape.
9. Binch, N.,Robertson, L.(1994).Resourcing and assessing art, craft & design: Critical studies in art at Key Stage 4.
10. Dash, P.(1999).Thoughts on a relevant art curriculum for the 21st century.Journal of Art & Design Education,19(1),123-127.
11. Dawtrey, L.,others(1996).Critical studies and modern art.New Haven, CT:Yale University Press.
12. DES(1992).Art in the National Curriculum (England).
13. Dobbs, S. M.(1992).The DBAE handbook: An overview of discipline-based art education.Los Angeles:The Getty Education Institute for the Arts.
14. Dobbs, S. M.(1998).Learning in and through art: A guide to discipline-based art education.Los Angeles:The Getty Education Institute for the Arts.
15. Duncum, P.(2001).Visual culture: Developments, definition, and direction for art education.Studies in Art Education,42(2),101-123.
16. Feldman, E. B.(1982).Varieties of visual experience.New York:Harry, N. Abrams, Inc. Publishers.
17. Freedman, K.(2003).Teaching visual culture: Curriculum, aesthetics, and the social life of art.New York:Teachers College Press.
18. Getty Center(1987).The pre-service challenge: Discipline based art education and recent reports on higher educationThe pre-service challenge: Discipline based art education and recent reports on higher education,Snowbird, Utah:.
19. Getty Center(1993).Discipline based art education and cultural diversity.
20. Greer, W. D.(1984).A discipline-based art education: Approaching art as a subject of study.Studies in Art Education,25(4),212-218.
21. Hickman, R.(2000).Art education 11-18: Meaning, purpose and direction.London:Continuum.
22. Hickman, R.(2005).Critical studies in art and design education.Bristol:Intellect Books.
23. Hughes, A.(1998).Reconceptualising the art curriculum.Journal of Art and Design Education,17(1),41-49.
24. Hughes, A.,D. Thistlewood(1989).Critical studies in art and design education.Essex:Longman.
25. Kress, G.,Leeuwen, T.(1996).Reading images: The grammar of visual design.London:Routledge.
26. Lo, M.(2003).University of Surrey Roehampton.
27. Mason, R.(1995).Art education and multiculturalism.
28. Panofsky, E(1955).Meaning in the visual arts.Chicago, IL:The University of Chicago Press.
29. Pateman, T.(1991).Key concepts: A guide to aesthetics, criticism and the arts in education.London:The Falmer Press.
30. Pollard, A.(2002).Reflect teaching: Reflective and evidence-informed professional practice.
31. Smith, R. A.(1989).Disciplined-based art education: Origins, meaning, and development.Urbana, IL:University of Illinois Press.
32. Somekh, B.(1995).The contribution of action research to development in social behaviours: A position paper on action research methodology.British Educational Research Journal,21(3),339-356.
33. Sturken, M.,Cartwright, L.(2001).Practice of looking: An introduction to visual culture.New York:Oxford University Press.
34. Swift, J.,Steers, J.(1999).A manifesto for art in schools.Journal of Art & Design Education,19(1),7-13.
35. Taylor, R.(1986).Educating for art: Critical response and development.Essex:Longman.
36. Taylor, R.(1992).Visual arts in education.London:The Falmer Press.
37. Taylor, R.(1982).The illuminating experience.Wigan, Critical Studies in Art Education Project Occasional Publication No.2.
38. Taylor, R.(1999).Understanding & investigating art: Bringing the National Gallery into the art room.London:Hodder & Stoughton.
39. Taylor, R.,D. Thistlewood(1989).Critical studies in art and design education.Essex:Longman.
40. Taylor, R.,Taylor D.(1990).Approaching art & design: A guide for students.
41. Thistlewood, D.(1993).Curriculum development in critical studies.Journal of Art & Design Education,12(3),305-316.
42. Thistlewood, D.(1989).Critical studies in art and design education.Essex:Longman.
43. 王秀雄(1998)。觀賞、認知、解釋與評價－美術鑑賞教育的學理與實務。台北:歷史博物館。
44. 高震峰(2005)。藝術教育的回顧與展望藝術教育的回顧與展望,屏東市:國立屏東教育大學。
45. 張全成(2003)。焦點話題策劃：E網打盡•數位學習。美育月刊，134，2-40。
46. 郭禎祥(1989)。蓋迪藝術教育中心對於DBAE理論之研究、實驗和推廣。師大學報，34，389-410。
47. 陳伯璋(1998)。教育研究方法的取向一質的研究方法。台北:南宏。
48. 曾雅雲、Wölfflin, H.(1987)。藝術史的原則。台北:雄師。
49. 鄒方淇、羅美蘭(2006)。英國與台灣的藝術教師如何運用ICT支援藝術教學。2006台彎教育學術研究討會論文手冊，花蓮:
50. 趙惠玲(2005)。視覺文化與藝術教育二版。台北:師大書苑。
51. 蔡清田(2000)。教育行動研究。台北:五南。
52. 羅美蘭(2003)。視覺藝術教育行動研究：審美關懷與視覺文化。第四屆海峽兩岸美術教育交流會論文集，香港:
53. 羅美蘭(2006)。94年度國科會研究計畫出國報告。英國的藝術師資培育與批評脈絡學習。
54. 譚祥安、梁寶華(2004)。藝術教育新取向：方法及個案研究。香港:香港教育學院藝術系。
55. 蘇振明(1994)。兒童美術鑑賞教育的理論與實務研究兒童美術鑑賞教育的理論與實務研究,台北市:中華色研出版社。

1. 譚祥安、劉仲嚴(2010)。高中生在考試情境下的藝術評論模式。藝術教育研究，20，1-31。
2. 譚祥安、劉仲嚴(2016)。2005 至2015 藝術批評教育實證研究之評析。藝術教育研究，32，35-68。
3. 楊馥如(2021)。多角度圖像鑑賞教學方式應用於大一藝術賞析課之行動研究。教育研究與發展期刊，17(1)，69-100。