16 Hong Kong Journal of Early Childhood 香港幼兒學報 Vol. 10 No. 2 Dec 2011 幼兒藝術綜合活動初探 Arts-Integrated Activities 顏素芳、何斯濃 香港教育學院幼兒教育學系 摘要 本文旨在探討及分享藝術綜合活動在香港的經驗及其推行的可行性。是次選取了一間幼兒學校作 實際推行;探討對象是一班五至六歲的幼兒。在推行過程中,筆者與參與老師一同設計藝術綜合 活動,向幼兒提供一連串不同的「經驗」以「感官刺激」幼兒,並透過繪畫、扮演、舞蹈的藝術 媒介,讓幼兒運用自己對藝術元素的認知和技能作表達。筆者嘗試以一些綜合活動的理念分析活 動的設計及從不同的角度(包括以評估表評估幼兒表現、訪問校長和老師)評估活動成效。 Abstract This paper explores the experiences and possibilities in the implementation of arts-integrated activities in Hong Kong. A pre-school was chosen for this purpose, with a targeted group of children between the ages of 5 and 6. Throughout the process, the participating pre-school teachers and the authors designed a series of arts-integrated activities for the children that offered different kinds of experiences, with a focus on sensatory stimulation. Regarding the aspects of arts media, i.e. drawing, role playing, and dancing, the activities gave the children artistic elements that they then used to express themselves and describe what they had learned. The authors also tried to use the concepts from these arts-integrated activities to design and evaluate the outcome from various angles, i.e., evaluations using assessment forms and interviews with the principals and teachers. 藝術綜合活動 引言 「綜合」是指世間事物自然融入各類知識; 「活動」是指人類心智與一切行為運作的活動 (黃澤瑩,2001)。幼兒在現實生活中的親身體 驗,運用不同感官學習,能從實際經驗中獲得 知識與經驗(黃澤瑩,2001)。 根據托爾斯泰(Leo Tolstoy)藝術活動就是 人類將自己的情感、經驗,藉著不同的形式或 媒介,如:動作、線條、色彩、聲音或文字表 現形式,來傳遞給欣賞者,以引發欣賞者的共 鳴(李美蓉,1997)。情感與經驗是日常生活中 從各種不同的感官刺激和動作與環境互動所得 到的概念,這些概念由認知的層面到感受成為 「情感」,當表達時就需要運用表達者對「形式 或媒介」的知識和技巧。媒介中的「動作」就是 舞蹈和戲劇的表達元素、「線條和色彩」是視覺 藝術的元素、「聲音」可以從音樂中表達。將以 上資料放於幼兒的活動中就成為舞蹈、戲劇、 音樂和視覺藝術作為是次設計綜合藝術媒介的 四個元素。 是次活動設計,有著不同種類的活動, 讓幼兒有多元化的親身體驗,如:「尋找蒲公 英」、「吹蒲公英」,這些第一手的親身經驗就是 幼兒的基本刺激。他們在實踐的過程中能體會 到杜威「從做中學」的理論。以身體力行方式尋 找「蒲公英」,了解「蒲公英」的生長地方;從 「吹蒲公英」的體驗,觀察「蒲公英」輕飄飛舞 的動態,從而產生創作的靈感,模仿輕盈飛舞 的姿態。此外,郭元祥及伍香平(2003)認為綜 The Hong Kong Institute of Education Library For private study or research only. Not for publication or further reproduction.
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Hong Kong Journal ofEarly Childhood香 港 幼 兒 學 報 Vol. 10 No. 2 Dec 2011
AbstractThis paper explores the experiences and possibilities in the implementation of arts-integrated activities in Hong Kong. A pre-school was chosen for this purpose, with a targeted group of children between the ages of 5 and 6. Throughout the process, the participating pre-school teachers and the authors designed a series of arts-integrated activities for the children that offered different kinds of experiences, with a focus on sensatory stimulation. Regarding the aspects of arts media, i.e. drawing, role playing, and dancing, the activities gave the children artistic elements that they then used to express themselves and describe what they had learned. The authors also tried to use the concepts from these arts-integrated activities to design and evaluate the outcome from various angles, i.e., evaluations using assessment forms and interviews with the principals and teachers.