藝術帶來改變：一個大學藝文中心的美育實踐與省思

Art for Change: Reflections on a University Art Center’s Aesthetic Educational Practice

藝術與科學，是人類獲得知識、追求真理的工具。然而藝術的學習與養成需要投入一定的經費與時間成本，卻又不似科學研究能帶來量化的成果或產值，因此社會中仍普遍存在「藝術無用」的迷思。值此臺灣高等教育因少子化、經費減縮面臨退場與整併之際，本文以臺灣的大學藝文中心發展現況作為思考的脈絡，以成立逾二十五年的政大藝文中心近年來的美育實踐經驗為例，結合行動研究與詮釋性個案分析的方法，探討該中心自2010 年至2013 年從學務處「藝文活動組」轉型為「藝文中心」的實施過程，藉此檢視並反省大學推動美感教育的意義與難題。研究結果顯示，該中心以連結整合、專業深耕及翻轉跨越三階段策略，推動不同行動方案凝聚公眾參與，達成提升策展專業品質、深化教育內涵、擴大公眾服務以及健全組織管理四項轉型目標。所獲得之具體成果為：一、提升策展品質；二、提供多元藝術類型；三、以創作體驗型的藝術活動彌補課程型藝術教育之不足；四、培育文化藝術；五、鼓勵社會參與式的藝術行動；六、建立校園對話平臺。研究最後，以觀察自該中心轉型過程的現象，提出重新省思美感教育對未來的大學教育之意義。

Both art and science are tools for obtaining knowledge and seeking truth. However, the investment of time and resources required for art education may not yield the same measurable ＂results＂ or ＂products＂ as scientific studies, so there is a common belief in the society that ＂art is useless.＂ As Taiwan’s higher education system faces budget cuts, resulting in the closing and restructuring of universities, this paper seeks possible strategies dealing with budget restraints by examining recent developments in university art education the United States. The present study also investigates specific strategies used by universities in Taiwan, with an intended focus on the strategies implemented by the Art and Culture Center of National Chengchi University and its recent endeavors in aesthetic educational practice. This project had three primary developmental stages:1) integrating and consolidating resources, 2) stimulating professional development, and 3) surpassing previous outcomes. With an eye to creating new and enjoyable programming for audience, the model had four primary aims: 1) improving quality of exhibitions, 2) deepening the educational value of programming, 3) expanding public service participation in projects, and 4) strengthening team management. Through an analysis of the programming outcomes as well as audience surveys, this paper argues that the NCCU Art and Culture center’s strategic model achieved the following concrete goals: 1) improving exhibit quality; 2) providing diverse art programming; 3) using Art and Culture Center programming as a means to support in-curricula art education; 4) cultivating talent in cultural and artistic spheres; 5) encouraging an artistic movement centered on community participation; 6) establishing a forum at the university for art discussion. Through the methods stated above, this paper hopes to reveal the value for University Art and Culture Centers in promoting aesthetic education.