網站導覽 | 回首頁
 
友善列印

 
藝術教育 -Art Education
推動〈美感教育第一期五年計畫(103-107年)〉
  102年8月公布〈美感教育第一期五年計畫〉,鼓勵各級學校辦理美感教育,並啟動美感教育跨部會合作機制,透過跨部會共同合作,積極培養國民具備藝術及美感素養,提升國家競爭力,並以強化學習者美感課程及體驗、營造具美感的校園環境、提升教育工作者美感知能,辦理下列事項:

一、強化學習者美感課程及體驗

(一)美感教育課程
結合輔導團、學(群)科中心,透過課程發展及教學設計,建構適齡適性且連貫銜接的美感教育課程體系,配合〈十二年國民基本教育藝術領域課程綱要〉,推動不同教育階段的美感課程推廣計畫,進行美感教育實驗課程及建置典範課程實例,辦理〈美感教育課程推廣計畫〉、〈中等學校跨領域美感教育實驗課程開發計畫〉、〈幼兒園美感及藝術教育扎根計畫〉,豐富學習者對生活中人事物的多元感官體驗,而能對其覺察、詮釋、賞析、表達與分享。

(二)大專青年偏鄉藝術教育工作隊
依〈十二年國民基本教育課程綱要〉之精神與內涵,以藝術領域3大內涵進行生活美感課程設計,以此創新課程為基礎,聯結各大專校院之藝術領域師培單位、藝術專業系所,以培育未來從事藝術教育相關專業人員之教學與課程設計專業知能,以厚實藝術專業人才的基礎,進行職前師培生教學專業涵育、偏鄉美感課程教學與體驗。

(三)推動各類藝文團體至中小學巡迴展演
與設有立案之表演藝文團隊、藝術相關大學校院合作,規劃符合中小學藝文課綱之表演活動類型和展演方式,藉由大學校院認養各縣市偏鄉學校為優先辦理巡演之方式進行。期增加學生參與藝文活動的機會,使藝術生活化,提升學生美學素養。

(四)辦理全國師生藝術比賽
辦理「教育部文藝創作獎」、「全國學生音樂比賽」、「全國師生鄉土歌謠比賽」、「全國學生創意戲劇比賽」、「全國學生美術比賽」、「全國學生圖畫書比賽」、「全國學生舞蹈比賽」,共7大項競賽,每年約23 萬8千人次參與,展現學生學習成果。

(五)設置「樂器銀行‐樂器媒合維修交換系統資源庫」
有鑑於偏鄉學校樂器硬體資源取得不易,教育部自104年起辦理樂器銀行媒合維修交換系統,鼓勵各級學校提出樂器交換需求及尋求各界捐贈閒置或二手樂器,並於修復樂器後以系統平臺媒合交換,擴大學校音樂學習人口,促進樂器資源流動再生並使音樂教育的推廣更加順暢,提升學生音樂賞析能力,增加學生美感體驗機會。

(六)補助多元藝術教育活動
發掘培育各類藝術人才,鼓勵辦理多元藝術教育活動。補助內容以推廣學校一般藝術教育或社會藝術教育活動為主,並優先補助偏遠地區之活動。

二、營造具美感的校園環境
  105 年起推動〈校園美感環境再造計畫〉,以輔導鏈結「官方政策」、「學術單位」及「在地校園」,啟動校園美感運動,建立輔導團隊工作任務、區域與機制,輔導受補助學校營造兼顧自然環境、在地文化、學校需求及整體視覺美感之校園,進而透過「境教」方式涵養學生性情、提高學習興趣、增強學習效果、彰顯學校特色,並提升對自我學習環境之認同感;截至106 年補助43 所學校,並針對全國22個直轄市、縣(市)3,885 所學校宣導如何打造兼顧自然環境、在地文化、學校需求及整體視覺美感之校園。

  另為促進各級學校和社會大眾對於校園美感環境教育的重視、了解近年來國際對於相關議題所展開的教育政策和實際作為,首次辦理「2018年教育部校園美感環境教育國際案例文件展暨國際校園美感環境教育論壇」,邀請「德國、日本、比利時、奧地利」4個國家,共計6所國際學校與臺灣105年度獲選之6所優秀學校,合計12所學校共組案例一同展出,文件展2場合計33天看展人數共計8,367人、國際論壇共計819人參與。

三、提升教育工作者美感知能
  透過有系統課程與教學方案之研發、實地體驗、案例研討、共備互學、行動實作等方式,引入外界資源,以開拓教育工作者美感視野及實作能力,持續專業精進。「推動教育人員參與藝術與美感知能研習(包括各級學校教育人員生活美感電子書發展計畫、國(高)中教師表演藝術與新媒體藝術研習計畫、中等學校行政人員及教師美感教育宣導講習等)」、「推動各級學校運用美感教育相關資源(研發線上學習課程、美感教育課程案例分享、邀請國教輔導團推薦美感與藝術教材供師生線上研習使用等內容)」,22個直轄市、縣(市)均有種子學校或特色園所。幼兒園美感扎根,目前22個直轄市、縣(市)均有美感特色園所,共105間。

強化中央與地方政府美感教育合作機制
  106年起辦理〈教育部補助直轄市及縣(市)政府辦理美感教育計畫〉,期以由下而上的方式,暢通中央、地方及學校3級資訊平臺,擴大美感影響力。另因應藝術教育業務整併,107年整合〈補助國民中小學藝術與人文教學深耕計畫〉及〈補助直轄市及縣(市)政府辦理美感教育計畫〉,使資源發揮最大效益。

引進民間、聯結跨部會資源推動藝術及美感教育

一、與學學文化創意基金會合作辦理工作坊
  〈藝起來學學-臺灣藝術與人文教育啟蒙計畫〉與〈臺灣文化色彩與生活應用啟蒙計畫〉,辦理師資美感研習巡迴工作坊,邀請文史工作者、設計師、藝術家,以及學學色彩團隊授課,由文史探索、城市閱讀、色彩踏察、影像敘事、社會關懷等面向為題,鼓勵教師進行文化色彩教案研發,並透過優秀色彩種子教師,帶領學生創作「小感動生肖彩繪」,推動學生參與美感體驗創作與活動。

二、與廣達文教基金會合作推廣美感教育
  「廣達游於藝」以實際行動將藝術帶入校園,與國內外各大博物館及藝術家合作,將豐厚的文化資源轉化,以複製畫的方式,策劃成適合國中小學生學習的教育展覽,進而辦理說明會、教師研習營、培訓藝術導覽小尖兵、成立教學團隊等措施,並成立廣達游藝獎以彰顯美感教育的正面價值,受益對象廣及全國高級中等以下學校師生,遍及22個直轄市、縣(市),促使教師與學生們能以輕鬆自然的方式接觸藝術,讓身心均衡發展。同時以創新教育促進者為目標,鼓勵學校將展覽進行跨領域統整課程,並透過創意的教學方法,讓孩子多元學習、創意思考。

三、與文化部合作推動文化與美感體驗教育
  為增進學生藝術與文化體驗學習機會,拓展其學習視野,教育部與文化部共同推動文化體驗教育,106年成立「文化體驗教育計畫跨部會工作小組」,透過整合教育部與文化部現有推動藝文體驗教育相關資源,共同提升文化體驗教育推動成效,於107年5月24日函頒〈「藝起來尋美」-教育部推動國民中小學辦理美感體驗教育計畫〉,結合教育部、文化部所屬場館、國立故宮博物院其他藝文館所資源(含藝術家或專業藝文團體),發展文化與美感體驗課程,透過師資培育之大學提供專業諮詢與建議。課程經實施且修正後,再由參與單位上傳至「藝拍即合」媒合網站,提供各校進行媒合及運用。

四、與交通部合作打造「玩美系列-學生藝術嘉年華」
  為推廣學校藝術教育成果,向社會傳達美感,教育部與交通部於107年於臺北車站廣場首次合作打造「玩美車站-學生藝術嘉年華」活動,結合教育部文藝創作獎、全國學生美術比賽、全國學生圖畫書創作獎等作品及學生藝文團隊動、靜態展演活動於臺北火車站大廳展出,除表現臺灣新生代的藝術創作,更向來往的旅客展現臺灣人文之美。

五、故宮文化輕旅行
  與國立故宮博物院跨部會合作,結合特展活動,鼓勵並補助偏鄉學子參訪該院,強化偏鄉學子美感體驗。107年度專案合作計畫,補助全臺共59所偏鄉學校,約3,800名偏鄉師生受惠。

六、美角成果展
  以「美:生活與學習」為核心,從食、衣、住、行等日常生活物件的觀察開始,開啟美的感受,傳遞「美感」即「生活」的觀念,點出「美」可以是引領學習的驅動力,107年8月2日至107年9月9日分別於臺北華山1914文創園區及高雄駁二藝術特區展出以「生活中的每ㄧ課」為主題的美感教育成果;展覽內容包括百位師生美感學習者的現場探索,傳達「美感」教育先從「有感」開始。

發布〈美感教育第二期五年計畫(108-112年)〉
  107年10月發布〈美感教育第二期五年計畫〉,延續第一期在課程教學、支持系統,以及在地環境的美感改善,以「美感即生活-從幼扎根․跨域整合․國際連結」為理念,整合並建構美感教育溝通平臺與管理,強化中央、地方及學校美感教育課程連結擴散支持系統,全面提升教育工作者美感素養,透過校園、週遭生活環境之連結,加重生活美感教育。分為「支持體系」、「人才培育」、「課程與活動」、「支持體系」4大策略與16項行動方案推動。

The Promotion of Session 1 of the Five-Year Aesthetic Education Project (2014-2018)
  In August 2013, Session 1 of the Five-Year Aesthetic Education Project was announced in order to encourage schools at all levels to carry out aesthetic education and to create an interdepartmental cooperative system in aesthetic education. Through interdepartmental cooperation, the expectations of aesthetic education are to actively cultivate our people with artistic and aesthetic literacy, to uplift our national competitiveness, to strengthen aesthetic courses and experiences for learners, to create campus environments with aesthetic education, and to enhance the aesthetic competence of educators. Actions related to the achievement of these expectations have been undertaken as follows:

I. The Strengthening of Aesthetic Courses and Experiences for Learners
i. Aesthetic Education Courses
  In combination with guidance groups and academic subject cluster centers, and through curriculum development and course design, the Ministry of Education has organized an age-appropriate, coherent and connective aesthetic education curriculum in the 12-Year Basic Education Curriculum Guidelines. The Ministry of Education has promoted different promotional projects related to aesthetic courses for all school levels in order to implement the experimental courses in aesthetic education, and to set up a model course as an example. The Ministry of Education has implemented the Promotional Project of Aesthetic Education, the Interdisciplinary Experimental Courses in Aesthetic Education in Secondary Schools Development Project, and the Foundation of Aesthetic and Artistic Education in Preschools Project, in order to enrich learners’ diverse sensory experiences of daily life, and thus inspire learners to observe, reinterpret, appreciate, express, and share their own experiences.

ii. College & University Youth Working Teams for Aesthetic Education in Remote and Isolated Areas
  In accordance with the spirit and content of the 12-Year Basic Education Curriculum Guidelines, there are three major components of content in the field of art. The basis of the life aesthetics course design is the foundation of creative courses, which is combined with art teaching education units and professional art discipline departments in all colleges and universities. It is hoped to achieve the following purposes: cultivate future employees in the field of art education with professional knowledge and skills in the field of art education, and carry out professional pre-service teacher training, and aesthetic courses teaching, with experiences in remote and isolated areas on the basis of profound aesthetic professionals.

iii. The Promotion of All Types of Artistic and Cultural Groups to Embark on Tours in Secondary Schools
  The Ministry of Education has cooperated with accredited artistic and cultural groups, and colleges and universities related to the arts, to plan performance activities and how these activities should be presented, which is in accordance with the art curriculum in primary and junior high schools. These performances tour are presented in schools located in remote and isolated areas which are adopted by colleges and universities in the near area. In this way, student opportunities to participate in artistic activities are expected to be increased, thus creating a stronger bond between art and our lives and enhancing student aesthetic literacy.

iv. The Implementation of National Artistic Competitions for Teachers and Students
  The Ministry of Education has implemented 7 major competitions: the MOE Literature and Arts Creation Award, the National Student Music Competition, the National Competition of Folk Song for Teachers and Students, the National Student Creative Drama Art Competition, the National Student Art Competition, the National Student Picture Book Creation Competition, and the National Student Dance Competition. About 238,000 people participate in these competitions every year, which demonstrate student learning outcomes.

v. The Establishment of the Instrument Bank – Instrument Repair and Exchange System Database
  Schools in remote and isolated areas which have less accessibility to hardware resources like instruments. Therefore, in 2015, the Ministry of Education developed the Instrument Bank – Instrument Repair and Exchange System Database. Schools at all levels are encouraged to submit requests for instrument requirements, and search for second-hand or currently not-in-use instrument donations, which may be exchanged through the matching system platform after repair. The reasons for this are: to expand the numbers of students learning music in schools, to promote the mobility of instrument resources, to help the efficient promotion of music education, to enhance students’ competence of music appreciation, and to increase student opportunities for aesthetic experiences.

vi. The Subsidization of Diverse Art Education Activities
  The Ministry of Education hopes to discover talented individuals in all areas of art and to encourage the implementation of various educational art activities. The major subsidization is mainly for promoting regular art education in schools or social art education activities. The subsidy is also prioritized for activities in remote and isolated areas.

II. The Creation of Campus Aesthetic Education
  In 2016, the Campus Aesthetic Education Project was founded to help guide schools in three areas: the official policy, academic units, and to address local features particular to each campus. This project has assisted in developing aesthetic activities on campus, establishing teamwork guidance missions, related affairs in areas, and related systems. Schools which received subsidies have been equipped with a balance between natural environments, the culture in local places, the requirements of schools, and the overall visual aesthetics. Through environmental education, student literacy could be enhanced, learning motivations can be developed, learning outcomes can be strengthened, specific features of schools can be manifested, and a sense of identification of their own learning environments can be uplifted. From 2016 to 2017, 43 schools were offered a subsidy. The project has been promoted in 3,885 schools in 22 municipalities, cities or counties, and addresses the topic of how to create a campus equipped with a balance between natural environments, the culture in local places, the requirements of schools, and the overall visual aesthetics.

  In order to assist schools at all levels, and society in general to gain awareness of the Campus Aesthetic Education; and to understand the related education policy and practical measures in the international world, the 2018 MOE Campus Aesthetic Education Documents of International Cases Exhibition & the Education Forum of Campus Aesthetic Education was held for the first time. 4 nations were invited: Germany, Japan, Belgium, and Austria. There were 12 schools in total (6 international schools and 6 excellent schools of our nation selected from 2016) which together organized this event. At two 2018 MOE Campus Aesthetic Education Documents of International Cases Exhibitions, there were 8,367 visitors in 33 days. And there were 819 participants in the Education Forum of Campus Aesthetic Education.

III. The Enhancement of Educators’ Aesthetic Competence
  Through measures such as: systematic courses, teaching research programs, engaged experiences, research, discussion on cases, cooperative preparation and learning, and practical actions, educators’ aesthetic insights and practical competences can be broadened, and continuously refined. The Ministry of Education established participating in art and aesthetic competence workshops for educators to participate in, including the Aesthetic E-book Development for Educators at all School Levels Project, the Performing Arts and New Media Art Workshops for Teachers in Junior High and Senior High Schools Project, and the Aesthetic Education Promotional Lectures for Educational Administrators and Teachers in High Schools Project. Also, the Ministry of Education has promoted usage of resources related to aesthetic education at all school levels, including research into online learning courses, and sharing of aesthetic education course examples, and has also invited the Compulsory Education Counseling Group to recommend teaching materials for aesthetic and art education for on-line workshops for teachers and students. There are seed schools and featured preschools in 22 municipalities, cities, or counties. The root of aesthetic education has been set up in preschools in 22 municipalities, cities or counties, with 105 preschools in total.

The Strengthening of Cooperative System in Aesthetic Education between Central and Local Governments
   Since 2017, the MOE Subsidization to Municipality, City or County Governments in Implementing the Aesthetic Education Project has been carried out. It is hoped that through the schools, local governments and the central government, the information platform of these three levels could be accelerated, and thus expand the aesthetic influence. In response to the integration and organization of art education affairs, in 2018, the Subsidization to Art and Culture Teaching Sprout Project in Primary and Junior High Schools, and the Subsidization to Municipality, City or County Governments in Implementing Aesthetic Education Project were combined together, to display the greatest effect of these resources.

The Introduction of Resources from Private Sectors and Inter-departmental Sectors to Promote Art and Aesthetic Education

I. The Implementation of Workshops in Cooperation with XUE XUE Foundation
  The XUE XUE Together – Taiwan Art and Culture Education Enlightenment Project, and the Taiwan Culture Colors and Practice in Life Enlightenment Project have been undertaken. The teacher aesthetic tour workshops have been carried out by MOE and XUE XUE Colors. Workers in culture offices, designers, artists, and the team of XUE XUE Colors also delivered lectures related to the following topics: culture and history exploration, browsing the beauty of cities, investigations of colors in diverse places, visual descriptions, and social care, all in order to encourage teachers to carry out research into culture color teaching materials. Through excellent pilot color teachers leading students to create the Touching Chinese Zodiac Sign Paintings, students’ participation in creation and activities of aesthetic experiences could be promoted.

II. The Promotion of Aesthetic Education in Cooperation with Quanta Culture & Education Foundation
  The Quanta Immersed in Creativity (IIC) brought art into campus by actions. In cooperation with museums and artists from both foreign countries and of our nation, abundant cultural resources have been altered into diverse measures, such as: organizing educational exhibitions with art prints appropriate for primary and junior high school students, carrying out illustration meetings and teacher training workshops, cultivating pilot students as art exhibition guides, setting up teaching teams, and establishing the Quanta Immersed in Creativity Award which demonstrates the positive value of aesthetic education. The range of the benefits for students and teachers were expanded to all primary, junior high and senior high schools, in 22 municipalities, cities or counties. Teachers and students could thus make contact with art, spontaneously and at ease, and could have a balanced physical and mental development. Meanwhile, the MOE and the IIC aimed at functioning as innovative education facilitators, and encouraged schools to hold exhibitions in combination with interdisciplinary courses. Via creative teaching methods, children are assisted in diverse learning and creative thinking.

III. The Promotion of Culture and Aesthetic Experience Education in Cooperation with the Ministry of Culture
  In order to both increase students’ learning opportunities of art and culture experiences, and to broaden their learning horizon, the Ministry of Education and the Ministry of Culture have promoted education of culture experiences together. In 2017, the Interdepartmental Working Team of Culture Experience Education Project, was established, which aims at uplifting the outcome of the culture experience education promotion through the integration of related resources of art experience education from the Ministry of Education and the Ministry of Culture. In May 24, 2018, the Art Search Together – MOE Promotion of Implementing Aesthetic Experience Education Project in Primary and Junior High Schools was announced. Resources of arts and cultural venues of the Ministry of Education and the Ministry of Culture, of the National Palace Museum, and of other arts and cultural venues (including artists or professional artistic groups), have been combined to develop culture and aesthetic experience courses. Professional consultations and advice offered by teacher education universities have also been utilized to assist the course development. After the operation and revision of courses, the participating units could upload related information on the matching website Hit Ar-i-t Off, to provide schools to undertake matching issues and operational affairs.

IV. The Starting up of “Fun Beauty Series – Student Art Carnival” in Cooperation with the Ministry of Transportation and Communications
  To promote the outcome of art education in schools, and to convey the aesthetics to the society, in 2018, the Ministry of Education and the Ministry of Transportation and Communication cooperated for the first time to develop the activity Fun Beauty Train Station – Student Art Carnival. In a combination of works of the MOE Literature and Arts Creation Award, the National Student Art Competition, and the Nationwide Students’ Picture Book Creation Award, students’ art group exhibitions and activities have been displayed in the lobby of the first floor of Taipei Main Station. This not only presented the art creation of the new generation in Taiwan, but also the beauty of Taiwanese art and culture to the back and forth passengers.

V. Light Culture Travels in National Palace Museum
  The inter-departmental cooperation with the Ministry of Education, and the National Palace Museum, have combined for special exhibitions, in order to encourage and provide subsidization to students in remote and isolated schools to visit the National Palace Museum, and thereby to strengthen their aesthetic experiences. In 2018, the special cooperation project has offered the assistance and subsidization to about 3,800 teachers and students in 59 schools located in remote and isolated areas in total.

VI. The Beauty Corners Achievement Exhibition
  The main concept is Beauty: Life and Learning, which explains that the aesthetic feelings start from observing the items in our lives, including different aspects such as: eating, dressing, living, and moving. The concept that aesthetics is life points out that beauty can be the motivation of learning. From August 2, 2018 to September 9, 2018, there was the aesthetic education outcome exhibition entitled Every Lesson in Life in the Huashan 1914 Creative Park in Taipei, and in the Pier-2 Art Center in Kaohsiung respectively. The content of this exhibition, including the aesthetic exploration by hundreds of teachers and students, aimed at conveying the belief that aesthetic education starts from an aesthetic awareness.

The Announcement of the 2nd Session of the Five-Year Aesthetic Education Project (2019-2023)
   In October 2018, the 2nd Session of the Five-Year Aesthetic Education Project was announced, continuously in accordance with the course teaching, support system, and the improvement of the aesthetic environment of the 1st Session Project. The main concept of this project is Aesthetics is Life, Starting from Childhood – Integration of Various Fields – Connection with the International World. This project will organize, establish, and manage a communication platform of aesthetic education in order to strengthen the connection expanding support system of aesthetic education in schools and their connection to central and local government. Through the connection between school and its surroundings, the aesthetic literacy of educators can be enhanced comprehensively; the aesthetic education in daily lives can also be strengthened. There are 4 main strategies included in this project: the support system, the cultivation of talented individuals, the curriculum and activities, and learning environments, as well as 16 action programs.

最後更新日: 2019/11/19


教育部 監製    國家教育研究院 製作   
服務信箱:rs@mail.naer.edu.tw
服務電話:(02)7740-7856、7740-7871
建議最佳瀏覽螢幕解析度 1920 x 1280,建議使用 Chrome 最新版本
地址:10051臺北市中正區中山南路五號
電話總機:(02)77366666