觸覺身體概念結合視覺藝術的幼兒美感教育課程實踐與反思──「南國之雪」

Practice and Assessment on Tactile and Aesthetic Education in Early Childhood—“Snow in the South”

本文旨在以幼兒美感教育整合視覺藝術與觸覺身體的課程實踐，結合德勒茲（Gilles Deleuze, 1925-1995）的無器官身體，探討身體的能動性與創造力自主。教育部2016年所發布「幼兒園教保活動課程大綱」其中嬰幼兒美感領域，對象係指2-6歲學齡前幼兒。幼兒美感領域的本質是什麼？相較於其他年齡層兒童的藝術學習，幼兒的美感教育，主要目標為何？從感官身體的覺察統合，能動自主的創造力，到視覺藝術基本要素之審美美學都應該是從事幼兒美感教育者具體努力的方向，進一步以跨域整合的教學實踐，從而培育美感素養。研究以原創幼兒美感教育「南國之雪」課程，工具性個案教學例示成果，主張幼兒美感教育不應長期忽略美學內涵，結合當代思潮德勒茲美學應用，同一課程不同時間施行三次以上，均達到相同過程與結果以達到內部一致性信效度，闡釋本課程結合美學所發展之觸覺身體概念對於幼兒美感教育的意義。媒材想像引發的教學過程，以視覺藝術基本要素「質感」、「線條」的審美經驗結合觸覺身體遊戲創造。「幼兒園教保活動課程大綱」六大領域為首領域即「身體動作與健康」，透過美學「美感」統領課程跨領域教學實踐，印證幼兒身心健康，感覺統合與身體發展，詮釋幼兒-美感-教育的核心價值。儘管研究成果以幼兒發展與教保活動領域目標檢視，但三者在此並非是個別向度達標評準，而是幼兒美感教育整體課程設計透過德勒茲美學的反思，有異於其他年齡層兒童的藝術學習方式，強調應聚焦於渾然自在幼兒身體的能動性，幼兒得以身體權力意志下的隨機創作表現遊戲自主，感受與經驗美感的創造實踐力。

This study is a teaching into the practice of integrating visual arts and tactile aesthetic developments in young children, employing Gilles Deleuze’s (1925-1995) theory of a“body without organs”to explore the initiative and creativity of the flesh. In 2016, the Ministry of Education in Taiwan outlined the syllabus for ''Early Childhood Education Activities'', within which included areas concerning aesthetic education for children between the ages of two and six years old. What is the nature of early childhood aesthetic education and what are its fundamental aims when compared to other types of arts education with children belonging to older age groups? Beginning with the sensory perception, a combination of observations has been made from the autonomy of creativity to the basic elements of visual arts; aesthetic experience should all be attributed to the direction of children's aesthetic education, with specific efforts to cross-domain teach so as to cultivate aesthetic literacy. The inspiration of this paper stems from the early childhood aesthetic education course–“Snow in the South”, employing the contemporary philosophy of Deleuze's aesthetic to reflect upon the significance of tactile and aesthetic education. In the teaching of visual arts,‘texture’and‘line’are its basic elements and the aesthetic experience which lies behind them combines the media of innovative games play to compute the development of the children’s sensory integration through a course of practice that elucidates the core values of early childhood aesthetic education.