美術館應用情境參與式展示設計對兒童學習經驗與成效之研究

Research on the Children's Learning Experience and Effect Influenced by the Application of Participatory Scenario Building in Art Museum Exhibition Design

本研究主要動機是為了解情境參與式展示設計應用至美術館展覽時，是否可引發兒童觀眾的主動參與，並從參與過程中獲得展覽欲傳達之訊息，進而達到學習目的與成效。為此，本研究以朱銘美術館「叮咚！叮咚！藝術家－－尋找創作的材料」展覽為研究樣區，以7-12歲學齡兒童及其家長為受試對象，採用問卷調查作為研究方法，來探討情境參與式展示設計對兒童學習經驗與成效之關係，並分析國小兒童參觀此展覽後所獲得之學習經驗與成效為何。研究結果發現，兒童觀眾經由情境學習引導下，能觸發其主動參與、誘發創作之興趣，從參與過程去思考、體會藝術家在創作過程對於材料選擇、材料處理的多元性，但對於需以文字書寫，或大量閱讀等展示設計，則較不感興趣。此外，在兒童年級之影響上，本展覽對於低年級兒童在概念學習上最具效果；而過去一年參觀博物館次數越多的兒童，較會主動觀察與觸摸本展覽所擺放的物件，但過去一年只參觀1次博物館者，在看完展覽後對於雕塑材料的使用上更具概念者之比率較高。最後本研究根據研究結果提出建議：在展示設計上，可針對低年級兒童學習特質多做規劃思考，並加強整體內容設計之脈絡性；在動線系統方面，建議加強入口意象營造和參觀動線標示，使觀眾可以明確辨別參觀空間之優先順序；在解說牌部份，建議將規格放大，以利觀眾尋找；在活動推廣方式上，可針對北部地區的博物館群發送展覽與教育活動資訊；在後續研究上，則可搭配觀察、訪談法，做交互驗證，彌補量化研究之不足。

The main purpose of this research is to understand the effect of participatory scenario building applied in art museum exhibition design and whether it can attract children to interact with the exhibition, to acquire the messages and to achieve the goals of learning. This research conducted visitors' surveys in the“Buzz! Buzz! Artists: Search for Material Created” exhibition at Juming Art Museum. In order to study one kind of district, the 7-12 years old school-ager children and their parents were asked to answer questionnaires. Investigation research approach was used to understand children's learning experience about artistic creation and material in this exhibition. We discuss the situation participating types and exhibition designs and study the relation between experience and effect about children. We also analyze the effect of learning experience and cognitive result on primary school children after they visited this exhibition. The study results show that children can understand and realize artist's choosing material and pluralism of treatment of material by participating in the artist's creating process. They were not only interested in experiencing material, artist's production and creating the production but also were willing to participate in it. However, they are less interested in exhibition designs which require them to read and write. In addition, the exhibition impact on children's concept learning is most effective among the lower graders. Children who visited several museums over the past year are more likely to take the initiative to observe and touch the exhibition objects. Children who only visited one museum in the past year have a higher rate of gaining concept after they saw the use of materials for the sculpture in the exhibition. Finally, the research results propose some suggestions for the exhibition design, improvement of the interpretative signs, and event marketing approach. In display design, we can incorporate the learning characteristics of lower graders and strengthen the context of the overall content design. In the generatrix system, we suggest that the entrance image building should be strengthened and the visit generatrix indication for the audience should be clear about distinguishable visit space and its order of priority. In the illustration sign part, we suggest to enlarge the specification in order to help the audience locate the exhibition site. In the active promotion way, we may aim at the Northern local the museum group transmission display and the pedagogical activity information. In the following research, we may match observation and interview methods to confirm alternately the insufficiency of the quantification research.