The Workshop Model of Teaching in Eduadion in the Arts : The Practice of Education that draws upon the Social Constructionism Paradigm

本研究的目的是探索工作坊在课堂教学中的使用，并提出在中学某些艺术教育环境中使用的模式。为此，我们考察了德克萨斯农工大学英语系泰勒博士举办的“创意写作”研讨会，以了解高等教育研讨会的方法。创意写作被认为是工作坊方法的主要起源。作者对课堂进行了参与式观察，运用了艾斯纳倡导的“教育批评”，并进行了非结构化访谈。通过课堂话语形成联系、产生原本不可能产生的想法、理解审美需求、改变学生的诗歌观念等几个特征被提炼为车间方法成功的主要指标。其次，作者对纽约市林肯中心莫尔学院的美育艺术教育者专题研讨会进行了研究。玛克辛·格林借鉴社会建构主义范式的哲学与林肯中心的工作坊教学法之间存在着深刻的联系。研究的最后一部分致力于将这种工作坊教学模式应用于中学音乐教育的实际课堂。笔者与初中音乐教师和小学音乐教师进行了一项行动研究，以期初中音乐教师能够通过这种工作坊模式获得一种全新的教学方法。从教育批评分析、对教师的叙事性访谈和学生的反思性写作中提取了讲习班法教学成功的三个指标。这些指标是：1)注意和认可同伴的不同表达方式，导致同学之间的关系；2)从同伴身上学习自我反思；3)对音乐表达的新认识的出现。少

The aim of this research is to explore the use of workshops in class teaching and to propose the model for use in certain art education settings in the secondary school.For this purpose, a Workshop in "Creative Writing" by Dr. Taylor at the English Department at Texas A&M University was examined to understand higher education workshop methods. Creative writing is credited as the major origin for the workshop method. Participant observation of the class, utilization of the "Educational Criticism" advocated by Eisner, and non structured interviews were all conducted by the author.Several features such as forming relatedness through class discourse, producing of Ideas that otherwise would have not been produced, understanding the aesthetic demand, and changing the students' conception of poetry, were extracted as the major indices of the successful Workshop Method.Next, the author researched the special workshop for arts' educators in aesthetic education at New York City's Lincoln Center … More Institute. There exist deep connections between Maxine Greene's philosophy that draws upon the social constructionism paradigm and the workshop method of teaching at the Lincoln Center.The final part of research was devoted to an application of this Workshop model of teaching to an actual class of music education at a middle school. An action research between the author and the junior high music teacher and an elementary school music teacher, was presented so the junior high teacher could acquire a completely new teaching method using this workshop model. Three indices for a successful workshop method teaching were extracted from analysis of the educational criticism, from narrative interviews with the teacher, and from the students' reflective writing. These indices are : 1) noticing and approval of the diverse expressions of peers resulting in relatedness among fellow students,2) the learning from peer students of self reflection, and3) the emerging of a new recognition of musical expression. Less