From Within and from the Outside: Exploring the Possibility of a Sustainable Future for Art Education

從內與外：探討藝術教育未來永續的可能性

10.6622/RAE.2015.30.01

金雅安(Anna M. Kindler)

宣傳 ； 藝術教育 ； 課程 ； 理論基礎 ； 持續性 ； advocacy ； art education ； curriculum ； rationale ； sustainability

藝術教育研究

30期（2015 / 12 / 01）

1 - 19

英文

制高點決定視野，並建構感知來判斷事物的重要性與利弊得失，以及詮釋眼前所見。制高點的比喻在藝術教育地位與價值的爭辯具有顯著意義，本文藉以點明藝術教育工作者與其他領域專業者之間認知衝突的緊張，成為數十年來前者挫折的來源。當其進行藝術教育於一般課程中之角色、地位，以及經費補助之重要性討論時，常覺得被誤解、被低估與無力感。本文對於藝術教育域內與域外間的兩種不同觀點，加以深刻體察，有助於藝術教育的推展，與研擬未來研究方向，以提供較佳立場加強與外界進行有效對話。

Our vantage point defines what we see. It structures our perception, determines how we interpret what is in front of our eyes and it is often difficult to transcend the power of the perspective in which we are situated. The metaphor of a vantage point is applied in this paper to bringing to light the tension between art education as conceived by its practitioners and art education as considered by those who are positioned outside of the field. This tension has long been a source of frustration for art educators who have frequently felt misunderstood and powerless in the public discourse about the role and value of art education. Having transitioned in my professional journey from an art educator, researcher and advocate to a senior academic leader in a comprehensive research-intensive university, the author has gained an intimate understanding of both: the ways in which art educators think about their field and how it appears to the outsiders -- particularly when art education prerogatives are placed in a competitive context of other disciplines. This has prompted reflections on what changes may be called for in defining, framing and advocating for art education -- and what types of research may be required to position art education for a sustainable future in public education.

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