文化創意世代中美感教育的課程圖像

The Curriculum Implication and Development of Aesthetic Education in the Cultural Creativity Era

洪詠善
Yung-Shan Hung


所屬期刊: 第8卷第2期 「課程與教學」
主編:國立中正大學教育學院院長
蔡清田
系統編號: vol029_03
主題: 課程與教學
出版年份: 2012
作者: 洪詠善
作者(英文): Yung-Shan Hung
論文名稱: 文化創意世代中美感教育的課程圖像
論文名稱(英文): The Curriculum Implication and Development of Aesthetic Education in the Cultural Creativity Era
共同作者:
最高學歷:
校院名稱:
系所名稱:
語文別:
論文頁數: 26
中文關鍵字: 文化創意;美感教育;課程圖像
英文關鍵字: cultural creativity;aesthetic education;curriculum implication;curriculum development
服務單位: 國家教育研究院課程及教學研究中心助理研究員
稿件字數: 17762
作者專長: 課程美學、教師專業發展、藝術與人文領域教學
投稿日期: 2012/4/2
論文下載: pdf檔案icon
摘要(中文): 本文以臺灣於2010年1月立法院三讀通過文化創意產業發展法為背景,探討文化創意世代中美感教育的意涵,及如何透過美感教育促成文化創意之發展。首先,分析當前文化創意產業中學校實施美感教育的問題;其次從字源義、西方美學思想發展、及美感教育之演變歷程,並提出當前臺灣文化創意產業與美感教育之相輔關係。最後,從主要美感教育課程論述與Schwab的課程四共同要素歸納美感教育的課程圖像,並提出身體課程、遊戲精神與文化行動實踐路徑,作為文化創意世代中美感教育課程建構與實施之參考。
摘要(英文): In accordance with the Act of Cultural Creativity Industry legislated in January, 2010, the paper is to explore its curriculum implication and development of aesthetic education in the cultural creativity era. At first, the paper analyzes the problems of aesthetic education in the current policy of cultural creativity industry. Secondly, it explores the research and practice of aesthetic education in Taiwan, especially by its literal implication and from the progressing development of aesthetics and aesthetic education in the West. Then the paper discusses the co-relationship between cultural creativity industry and aesthetic education. At last, based on the commonplace of Schwabteachers, students, materials, and environments, soma-curriculum, play, and cultural action are proposed for the reference of curriculum praxis of aesthetic education in cultural creativity era.
參考文獻: 文化創意產業發展法(2010年2月3日)。
李錫東(2009)。文化策劃實務。臺北市:宇河文化。
呂國禎(2006)。徐莉玲為辦學復出。商業週刊,977,28-32。
林孟儀(2006)。學學文創啟動創意產業美學救國,徐莉玲13年大夢。遠見雜誌,244,76-81。
林榮泰、林伯賢(2009)。融合文化與美學促成文化創意設計新興產業之探究。藝術學報,85,81-105。
吳漢中(2004)。文化與經濟間的第三條路—臺灣文化創意產業發展初期研究。國立臺灣大學建築與城鄉研究所碩士論文,未出版,臺北市。
吳莉君(譯)(2010)。觀看的方式(原作者:John Berger)。臺北市:麥田。(原著出版年:1972)
洪詠善(2008)。美感經驗觀點的教學再概念化。國立臺北教育大學課程與教學研究所博士論文,未出版,臺北市。
馬照琪(譯)(2005)。詩意的身體(原作者: Jacques Lecoq)。臺北市:桂冠圖書。(原著出版年:1997)
教育部(2005)。「挑戰2008:國家發展重點計畫(2002-2007)滾動式檢討-E 世代人才培育計畫。臺北市:教育部。
連樹聲(譯)(2005)。原始文化:神話、哲學、宗教、語言、藝術和習俗發展之研究(重譯本)(原作者:E. Tylor)。廣西:廣西師範大學出版社。(原著出版年:1871)
夏學理(2009)。文化創意產業概論。臺北市:五南。
華山1914(2010年9月28日)。文創華山理念。取自http://web.huashan1914.com/about/culture_idea.php?cate=about
楊深坑(1980)。美育在文化建設中的功能。教育研究所集刊,22,357-375。
楊深坑(1983)。美育目的的分析的重要層面。教育研究所集刊,25,123-147。
劉軼(2008)。創意社群與人文積累:文化創意產業發展的兩種可能性。上海戲劇學院學報,141,72-80。
謝佩芯、范良楨(2007)。文化創作產品之設計思維特質探討:以視覺藝術類為例。設計學研究,10(1),69-89。
蔣勳(2008)。身體美學。臺北市:遠流。
Bresler, L. (2010). Aesthetic Education Research. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 12-16). California, CA: Sage Publications.
Carpenter B. S. Π, & Tavin, K. (2010). Art Education Beyond Reconceptualization: Enacting Curriculum Through/With/By/For/Of/In/Beyond/As Visual Culture, community, and Public Pedagogy. In E. Malewski (Ed.), Curriculum Studies Handbook-The Next Moment (pp. 244-258). New York, NY: Routledge.
Dewey, J. (1934/1980). Art as experience. New York, NY: Perigee Books.
Eisner, E. W. (2002a). The educational imagination: On the Design and Evaluation of School Programs (3rd Ed.). New Jersey, NJ: Merrill Prentice Hall.
Eisner, E. W. (2002b). The Arts and the Creation of Mind. New Haven, CT: Yale University Press.
Geertz, C. (1973). The Interpretation of cultures. New York, NY: Basic book.
Grumet, M. (1978). Songs and situations. In G. Willis (Ed.), Qualitative Evaluation (pp. 274-315). Berkeley, CA: McCutchan.
Greene, M. (1988). The artistic-aesthetic and curriculum. Curriculum Inquiry, 6(4), 283-296.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.
Greene, M. (2001). Variations on a blue guitar- the Lincoln Center Institute lectures on aesthetic education. New York, NY: Teachers College, Columbia University.
Gurung, R. A. R.(2009). Got Culture? Incorporating Culture into the Curriculum. In Regan, A. R. Gurung& Loreto, RR. Prieto, (Eds.), Getting Culture: Incorporation Diversity Across the Curriculum. (pp. 11-22). Virginia, VA: Stylus Publishing.
Langer, S. (1951). Philosophy in a new key: A study in the symbolism of reason, rite and art. Cambridge, MA: Harvard University Press.
Matsumoto, D. (2009). Teaching about culture. In Regan, A. R. Gurung& Loreto, RR. Prieto (Eds.), Getting Culture: Incorporation Diversity Across the Curriculum (pp. 3-10). Virginia, VA: Stylus Publishing.
Ministry of Information, Communications and the Arts. (2008). Renaissance City Plan III. Singapore: Ministry of Information, Communications and the Arts.
ONeil, D. (2009). Human Culture: An Introduction to the Characteristics of Culture and the Methods used by Anthropologists to Study It. Retrieved September 20, 2010, from http://anthro.palomar.edu/culture/Default.htm.
Schmitt B. H. (1999). Experiential Marketing. Journal of Marketing Management, 15(1), 53-67.
Smith, R. A. (2004). Aesthetic education: Questions and issues. In E. W. Eisner & M. D.Day (Eds.), Handbook of research and policy in art education (pp. 163-186). New Jersey, NJ: Lawrence Erlbaum.
Shusterman, R. (2003). Somaesthetics and Education. ?島大?大?院教育?研究科紀要。第一部,?習開??連領域,Vol.51,17-24。Retrieved from Hiroshima University Institutional Repository website: http://ir.lib.hiroshima-u.ac.jp/00016157
Shusterman, R. (2008). Body consciousness : A philosophy of mindfulness and somaesthetics. New York, NY: Cambridge University Press.
Springgay, S. (2008). Body Knowledge and Curriculum: pedagogies of touch in youth and visual culture. New York, NY: Peter Lang Publishing.
Ursache, I., Aldwin, G., Evans, D., & Collier, J. (Eds.)(2008). Face It! Handbook. Europe Commission.