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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/17678

Title: 跨越傳統認知的界面---從整體觀探博物館教育新面向之研究
Crossing Traditional Cognitive Boarder---A Study of New Musuem Education from Its Entirety
Authors: 李靜芳
Contributors: 美術學系
Keywords: 博物館教育;場所;空間;博物館整體;博物館建築;詮釋;符號學;漫遊者;國立故宮博物院;台北市立美術館
Museum education;Place;Space;Museum entirety;Museum architecture;Interpretation;Semiotics;Fl�neur;The National Palace Museum;The Taipei Fine Arts Museum
Date: 2003
Issue Date: 2013-12-03T05:12:36Z
Publisher: 行政院國家科學委員會
Abstract: 博物館的策展人與教育人員在推行教育活動的時候,傾向於強調藝術品、展覽及典藏文物的詮釋。但她們忽略了博物館整體所具備的教育潛能。本研究旨在探討:當我們將博物館當作一件藝術品來解讀時,其所可能產生的教育性為何?博物館是一個人造物件,在本研究的定義上屬於一種「地點/場所」或是一組的場所。易言之,本研究乃在檢視將博物館從物質性的「地點/場所」轉換為一種發人醒思的、詮釋性的「場域/空間」的可能性與其在教育上的重要性。當博物館的場所被詮釋的行為所驅動時,它的教育功能就產生了。詮釋的作用是在對博物館進行教育的轉換,它是博物館由單純的容積性場所轉換為教育性空間的關鍵。
本研究的目的在跨越博物館的使用者(教育人員與觀眾)傳統上只對藝術品進行了解的單一認知界面,企圖由整體觀來認識博物館教育的潛能。研究者以「漫遊者」(flaneur)的方式透過符號學的詮釋,將博物館整體及其所有內含物視為視覺符號系
統中的「符徵」(signifier),也就是可供閱讀的「文本」(text),經過詮釋而賦予它一個或多個「符指」(signified),各種意義。本文所關注的問題是:如果與博物館相關的所有物,包括它的組織內容與周邊環境都被視為具有教育性,那麼當今的博
物館教育的方向該做何改變?如果整個博物館(包括建築、內部設置、展覽廳、文物展售部或出版品等)都被當作一些符號-文化的、歷史的、政治的、經濟的、社會的、美學的…符號-經由不同的角度來詮釋,其所衍生的教育性對博物館的教育活動有何影響?
本研究中,筆者對國內故宮博物院與台北市立美術館的整體進行詮釋,由於兩館的定位與展品體質不同-在「中國古典藝術」與「國際/台灣現代藝術」的不同訴求下所呈顯的博物館整體與建築設計、展示規劃、展品等相關場所之特質廻異,在此比較下,可以窺探其對觀眾藝術教育所可能產生的不同啟發與影響。由此開啟博物館教育的各種可能的新面向,一者希望研究結果能引發博物館教育人員重新思考博物館教育的內涵,也期盼觀眾讀者能參酌筆者的詮釋方式,在博物館中進行自學性的視覺解碼遊戲,增進另類的學習能量。
Museum curators and educators are inclined to focus education programs on the interpretation of artworks, exhibitions, and collections while ignoring the educational potential of the museum in its entirety. This study explores the educational consequences of interpreting the entire museum-as-an-artwork. Museums as man-made objects are by definition places—or sets of places. My study examines the transformation of art museums from a collection of places into evocative interpreted educational spaces. The museum educates when space is activated through performance. Interpretation is the key to educationally transform museums from places to spaces—from artifacts/objects to artworks.
This study aims at going beyond traditional cognitive methods used by museum staff and visitors who see artworks as the only educational medium. Through semiotic reading, it seeks to explore museums’educational potential by interpreting its entirety. This study asks how museum education would change if nearly everything about a museum—all of its components and their surroundings—were taken as opportunities for educational experiences. How might education programs be changed if the entire museum—its architecture, setting, galleries, shops, and publications—were approached as a collection of cultural, historical, economic, political, social, and aesthetic signs to be read from various perspectives and interests?
This study will report a semiotic reading of two museums : the National Palace Museum and the Taipei Museum of Fine Arts, which reveals the educational prospects of transforming museum physical places into interpretive spaces. With regards to these two museums’different characters in collections and missions, the presentation of their physical entirety reveals factors that correspond to their individual goals and collections. While the former aims at the splendor of Chinese classic arts, the later focuses on the avant-garde spirit of modern art. The comparison of the readings between the two shows different educational ambition that these museums have been approaching. It is hope that this study will provide museum professionals and visitors a new perspective on museum education.
Relation: 國科會計畫, 計畫編號: NSC92-2411-H018-005; 研究期間: 9208-9307
Appears in Collections:[美術學系] 國科會計畫

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