合作對話與師生共學的藝術課堂︰13號工作室藝術家進駐計劃的實踐與啟示

Collaboration, Dialogue and Collective Learning between Teacher and Student:The Implications of ‘Room 13 International’ Artist-in-Residence Scheme in Art Education

英國13號工作室是全世界第一個由學生主導的藝術家進駐學校的計劃，本文將探討其崛起、藝術教育理念、國際連結與其所帶來的影響，此外，也將就藝術教育史的角度探討藝術家進駐計劃的模式與藝術家／教師的典範如何結合；隨著當代藝術「關係美學」、社群藝術、對話性藝術的發展，講求人與人關係連結與合作參與的創作方式，意味著藝術教育的未來式應該突破傳統藝術課堂裡單向的教授學生技法或知識，同時，允許更多元民主、創意啟發的學習方式帶來與學生的對話、分享與共同學習的空間。本文對於13號工作室藝術家進駐計劃的研究，期許能為台灣的藝術與人文領域教育帶來延伸思考與可行的實踐。

‘Room 13 International’ in the UK was the first student-led artist-in-residence schemes in the world. This paper intends to discuss its origin, conception of art education and international dimension and impact. The paper first reflects on how past conceptions of ‘artist-teacher’ could combine with the practice of artist-in-residence in education. Second, the paper appraises the extent to which ideas of collaboration and engagement with the audience developed in contemporary art under the influence of ‘relational aesthetics’, ‘community art’ and ‘dialogical art’ could be relevant to art education. Should traditional pedagogy that only allows teachers to transmit knowledge to students be abandoned and replaced in the future by a more democratic and creative model of education based on ideas of dialogue and collaboration between teachers and students? By studying the case of ‘Room 13 International’ and discussing its potential implications on artist-in-residence schemes in Taiwanese arts and humanities education, the paper attempts to offer a response to issues raised in current local debates.