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

本研究旨在探讨研习班在课堂教学中的应用，并提出适用于中学美术教育的教学模式。为此，本研究以德州农工大学英语系泰勒博士的“创意写作”研修班为研究对象，以了解高等教育研修班的教学方法。创造性写作被认为是工作坊方法的主要来源。笔者通过课堂参与观察、运用艾斯纳倡导的教育批评理论和非结构化访谈等方法，提炼出课堂话语形成关联性、产生不会产生的想法、理解审美需求、改变学生的诗意观念等特征，作为成功的工作坊方法的主要指标。其次，笔者对纽约林肯中心…美术教育者美育专题研讨会进行了研究莫尔研究所。玛克辛·格林的哲学借鉴了社会建构主义范式，与林肯中心的工作坊教学方法有着深刻的联系。最后一部分研究致力于将这种工作坊教学模式应用于中学音乐教育的一个实际课堂。笔者与一名初中音乐教师和一名小学音乐教师进行了一次行动研究，以期初中教师能够利用这种工作坊模式获得一种全新的教学方法。从对教育批评的分析、对教师的叙述性访谈和学生的反思性写作中提取了三个衡量工作坊教学法成功与否的指标。这些指标是：1)注意和认可同伴的不同表达，导致同学之间的联系；2)从同伴中学习自我反思；3)对音乐表达的新认识。较少

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