藝術教育治療做為視覺藝術教學取向

Art Education Therapy as an Approach of Visual Art Education

本文旨在探討藝術教育治療做為視覺藝術教育的取向之一，以引導啟發創作潛能，貼近創作感受之內涵並達到情感釋放與溝通表達之目標。創作是視覺藝術課程重要的內容之一，無論是創作技巧或不同媒材創作方法的教學，一向佔有視覺藝術課程實務一定比例的時數。臺灣目前教育體制之十二年國民基本教育藝術課程之素養導向，將藝術學習拓展為素養之養成的概念，創作課程不再只是寫實技巧學習或創意表達，視覺藝視教學方式越來越多元且活潑，美術鑑賞的重要性較過去的教學比例更高，各種美術學的認知內容也加入課程綱要的規範。學習藝術除了生理與心理層面的效應之外，自我表達與溝通理解亦為重要的教學目的。藝術教師應用藝術教育治療作為教學方法之一時，需理解視覺藝術教育與藝術治療在實務層面之差異，熟悉學科取向藝術教育理論與跨領域教學之應用，嚴守倫理分際，在需要的時候轉介學生給相關專業人員，學習與學校中的其他專業進行系統合作。最後提出創作對自我表達的意義、技巧在藝術教學之角色，以及倫理議題的省思與討論。

This article aims to discuss art education therapy as a way of visual art education to inspire the potential of creativity, expressing feelings, and non-verbal communication. Teaching students to create visual art works is one of the primary roles of visual art education. Learning drawing techniques and using various traditional art materials were the major function of art courses in the earlier times. With time, the teaching method has developed in multiple ways, and the contents of the art education are not limited to art-making but also include art appreciation and the cognition part of aesthetics. While literacy-oriented education focuses on expression, appreciation, and practice, visual art education will improve physical harmony, psychological expression, self-exploration, and communication in 12-year primary education. Visual art teachers who would like to apply the model of art education therapy need to differentiate between art education and art therapy. Further, they need to be familiar with the theory and practice of discipline-based art education and cross-discipline art education, understand the psychological effects of art material, transfer students to the counseling center and be willing to participate in systematic cooperation. Finally, the meaning of self-expression, the role of technique in art teaching, and the ethical issues in the educational setting will be discussed.