頁籤選單縮合
題 名 | 美國當代藝術教育典範學者Michael J. Parsons的學術研究與治學精神之探究=The Academic Accomplishments and Scholarly Spirits of an Exemplary American Art Educator, Michael J. Parsons |
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作 者 | 張雅萍; | 書刊名 | 國際藝術教育學刊 |
卷 期 | 12:1 2014.07[民103.07] |
頁 次 | 頁155-215 |
分類號 | 903 |
關鍵詞 | 藝術教育典範; 導覽員特質; 美感經驗認知發展; Art education paradigm; Docent characteristics; Aesthetic understanding development; |
語 文 | 中文(Chinese);英文(English) |
中文摘要 | 求學過程中能遇到成功的典範學者對學生而言,就好比在美術館裡遇到優秀的導覽員(docent)般幸運。在The Good Guide 書中提到,稱職的導覽員就像令人著迷的花衣魔笛手,能帶領著觀眾輕鬆地進入新奇又迷人的藝術世界。M. J. Parsons 是我在藝術教育領域求學過程中印象很深的一位國際知名學者,筆者與其首次相遇是在大學求學時期的教科書中讀到他花費十年研究完成的審美論述著作,幸運的是後來參與其親自指導與帶領的美國暑期短期進修課程,這課程翻轉了教室中的學習,也點燃我對藝術教育更深的熱情與堅持。本文以Edwards(1976)所提的導覽員來隱喻Parsons 在藝術教育領域中的關鍵角色,並將文中提到導覽員所需之基本態度為綱要探討,從知識、熱忱及親和力三大部分來陳述。內容依序為:一、知識,從Parsons 的學術養成背景、教學、研究與服務經歷,對其學術涵養與教學方式進行文獻分析,並論述其以十年時間所建構的「美感經驗的認知發展理論」。二、熱忱,就他在學術上研究的熱情所產出的主要研究計劃與方向作整理,蒐集他所指導的碩、博士論文,論述其學說造成的後續影響。三、親和力,Parsons 在學術上的地位崇高,但私底下卻是極具親和力的長者,此部分透過與其三位門生之訪談,用不同角度去發掘他另一種做人處事的面貌。本文先以「文獻分析法」蒐集Parsons 的理論學說以及國內外研究的相關資料,梳理探討其學術養成背景及其學術論述對藝術教育的影響,從文獻中歸納並交互參照。並而以「深度訪談法」訪問在博士學位階段受教於Parsons 的三位國內學者,探究學術成就外的教育典範風格以增加研究的完整性。 |
英文摘要 | It is an excitement to meet a great well-known international scholar during one's academic journey, just like when you meet a great docent in art museum to guide you with professional knowledge and passion. In The Good Guide, a good docent is one with a magic flute whose music can lead the audience to enter a fantastic world of wonderment and amusement. To me, both scholarly and personally, professor Michael J. Parsons is a perfect model to illustrate this kind of excellent docent qualities in the academic world of art education. It is one's great fortune to meet a great professor who has such magical characteristics during academic journey. I first got to know him in academic literature and then become acquainted with him personally. Knowing such a great scholar has since intrigued my passion to study art education. This paper is a brief discussion on Parsons' academic accomplishments and scholarly spirits through the theory of great docent by Edwards (1976). Three characteristics of a great docent, proposed by Edwards, are: knowledge, passion, and affinity; these will be used to guide my discussion. The first part is discussion on his academic background, teachings, and research contributions. Also, his well-known theoretical contributions on constructing children’s aesthetic understanding in ten years are discussed. The second part is on his passion in academic teaching. The hird part is on his affinity, which is illustrated through my three personal interviews with three of his disciples in Taiwan's academia. These three art educators were advised under Parsons during their graduate study at The Ohio State University. Text analysis of relevant art educational literature, and open-ended questionnaire and face-to-face interviews are the research methods used in this research paper. |
本系統中英文摘要資訊取自各篇刊載內容。