在地化藝術資源應用於幼兒園美感教育之探究──以亞洲大學附屬現代美術館為例

Research on the Application of Localized Art Resources in Kindergarten Aesthetic Education: A Case Study of the Asia University Museum of Modern Art

本文以霧峰地區具特色的藝術文化資源—亞洲大學附屬現代美術館—為題材，針對4至6歲幼兒設計視覺藝術美感課程，再透過現場教學研究，探討課程的實施歷程及對幼兒視覺藝術美感學習的影響情形。結果顯示，立基理論設計的「我們的好所在―來去三角形美術館」幼兒視覺藝術美感課程，不僅由結構化的內容組成，能支持系統化的教學，且教學方法與實踐歷程具體可行。課程也促成幼兒經由行動參與，接觸在地美術館建築之美，體驗探索、賞析與創作的美感經驗，及獲得情意與視覺藝術媒介的學習，包含認知安藤忠雄生平故事、建築作品及美術館的形狀、材質與融入大自然光影等風格特色；以多種藝術表徵形式，表達想法並再現美術館的樣貌和想像創造有特色的房子；及產生喜愛接觸美術館、主動積極且樂於參與的情意。上述結果或可做為幼兒園推動在地化視覺藝術美感課程的參酌方向。

Using the unique arts and cultural resources of the Asia University Museum of Modern Art in Wufeng, this study aims to design a visual art aesthetics course for children aged 4–6 years. The study discusses the process of implementing the course and examines the effect of the course on children’s visual art aesthetics education through on-site teaching research. A visual art aesthetics course was designed on the basis of the theory of“Great Places to Be - Visit the Triangle Museum.”The course comprises structured content and supports systematic teaching. Furthermore, the teaching methods and practical processes are both concrete and feasible. The course encouraged children to actively participate by engaging with the beauty of local art museum architecture. Children received an aesthetic experience that encompassed exploration, appreciation, and creation. Additionally, children learned about emotions, visual art media, the life story of Tadao Ando, the shapes and materials of the building, integration of natural light and shadow, and other architectural styles and characteristics of the museum. Children expressed their ideas through diverse artistic representations, recreated the museum’s appearance, and imagined designing unique houses. In general, this course fosters a love for visiting art galleries, promoting proactive engagement and a willingness to participate. The study findings can serve as a reference for kindergartens to promote localized visual art aesthetics courses.