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进入校园的艺术活动常常被描述为艺术或艺术家与孩子之间的相遇。但是,在这种艺术活动中,教师的参与度是最高的。本项研究讨论了挪威在实施艺术文化进校园项目“文化行囊”过程中教师的具体经验和行为空间。观察和质性访谈显示:一方面,教师对于师生能够在学校里享受专业的艺术文化活动感到高兴;另一方面,在教师的陈述和行为中表现出一系列明显的困境、挑战和张力。教师关于此项目的陈述具有非常积极的特征,然而,教师也坦言他们在此项目中缺乏影响力。一种可被感受到的艺术家与学生之间的双方关系使得教师在其间显得有些多余。其后果是,教师不得不重新定位自己在此项目中所扮演的角色:作为艺术家的助手、学生的看护人,抑或艺术家和学生之间的中介者。本项关于“文化行囊”的研究是历时三年的国家级跨学科研究课题的一部分,课题受托于挪威文化部。~1
Art events entering the campus are often described as encounters between the artist or artist and the child. However, in this art activity, teachers’ participation is the highest. This study examines the specific experience and behavioral space of teachers in Norway in the implementation of the Arts Culture into Campus Project “Cultural Behavior ”. Observations and qualitative interviews show that on the one hand, teachers are pleased that teachers and students can enjoy professional artistic and cultural activities at school; on the other hand, teachers show a series of obvious dilemmas, challenges and tensions. Teachers’ statements about this project have very positive features, however, and teachers also admitted that they lacked influence in this project. A perceptible relationship between artist and student makes the teacher seem superfluous in the meantime. The consequence is that teachers have had to redirect their role in the project: as an artist’s assistant, as a student’s caregiver, or as an intermediary between artist and student. This study on “Cultural Studies” was part of a three-year national cross-cutting research project entrusted to the Norwegian Ministry of Culture. ~ 1