環境藝術創作~以萬里國小為例
新北市萬里國小曾佳慧/許慶雄老師
「哇!這不是新任行政院長賴清德的名字嗎?怎麼會出現在這裡?」
「沒錯，賴院長可是萬里國小的校友喔!這個腳模是學校90週年校慶時做的，是全校一起做的集體藝術創作，勉勵小朋友要『讀萬卷書，行萬里路。』接下來讓我帶你來認識一下萬里國小的環境藝術吧!」
※賴院長於90週年畢業晚會頒獎給本校優良教師/賴院長腳模鑲嵌(20030620)
一般來說，環境藝術包含了公共藝術、地景藝術、環保藝術。過去，環境藝術主要在說藝術家使用自然媒材，與自然環境產生互動的過程或結果；如今，更多環境藝術家以環境議題為素材，透過各式作品型態詮釋出自然與人之間的關連，並且能提供新的觀點，引導大眾關注或修復人與自然之間的關係。(註1)在「藝術與人文」課程中，我們從生活中尋找創作的靈感與素材，讓孩子在探索中體會自然的美，也發現環境與我們之間的緊密關係，讓藝術成為生活中的一部分。我們發現，校園中的環境藝術創作，可以分為以下三種類型。本文以萬里國小三種不同形式的創作為例，希冀能夠給予讀者作為參考。
※(本校綠地圖)環境教育面向廣泛，本校環境美學教學區，即是環境藝術創作的最佳典範。
一、班級性環境藝術創作
「藝術生活化，生活藝術化」，如何讓孩子在生活中感受到美，到戶外是最快、最直接的方法。帶孩子到戶外，運用五官感受四季、體會環境的氛圍，就是一種美感的薰陶。接著讓孩子觀察週遭環境有什麼素材可以拿來創作呢?在大家的集思廣益下，利用自然物進行小組拼貼創作。這時會發現，每個人喜歡的東西不一樣，挑選的自然物也不相同；有的人喜歡花草，有的人喜歡石頭，有的人會細心地找到植物的種子，還有人會利用樹枝來增加量感，唯一不變的原則是---不要為了創作而摘花、拔葉子。就這樣，一幅幅的圖畫出現了。因為不用繪畫，所以想法可以更加天馬行空。有的組作出了一幅「蒙娜麗莎的微笑」，有的組還有動態的畫面，每一幅作品都是孩子的想法，最後請小組為作品命名，還要說明創作的想法及每個作品的內容。在過程中，除了讓孩子學習合作進行集體創作，也可以互相觀摩腦力激盪，透過互相提問，更可以培養孩子學習表達與詮釋作品。活動的最後，我們選擇讓作品留在原地跟路過的居民一同分享，取之於大地，回歸於大地。這樣的創作，信手捻來，融合於環境之中，這也是教師在課堂上相當容易運用的方法，只要走出戶外，處處都是創作的材料。
二、全校性環境藝術創作
「讀萬卷書，行萬里路。」是萬里國小對孩子的期盼，因此在九十週年校慶的時候，由校內的美勞老師規劃，進行全校的腳模製作。老師們利用自己課餘的時間，安排全校各班到陶藝教室踩腳模並簽名，然後在校內進行窯燒。賴院長時任立法委員，也是我們校慶的主任委員，特地抽空到學校進行腳模製作，並於上面提上他的大名。待全部作品都完成後，再由水泥師傅一片一片進行鑲嵌，空隙的地方則以洗石子作為搭配。「勇敢跨出去」是我們想要傳達給孩子的，在這裡，腳模不只是腳模，它更是萬里國小走遍天下的象徵。雖然當年因為SARS的關係，校慶活動無法盛大舉行，但孩子們畢業後總會再回來學校看看自己的回憶，此紀念區，也成為萬里國小「讀萬卷書，行萬里路」的精神象徵。
三、藝術家主導的環境藝術創作
讀書樂 創作理念(藝術家-黃耿茂)
本案運用學童學習成長中必備的物件『書櫃』，以『書櫃形象』裝置校園閒置已久的階梯式噴水池景觀。此『書櫃形象』的內容呈現出學童活潑氣息、溫馨校園、以及豐富資源的學習環境。其中各物品的呈現，將原本放置於室內的書櫃，以童趣中帶點花俏的思維，利用陶瓷雕塑的手法呈現於戶外中，藉以表達出公共藝術特有的美感與藝術教育的意義，更包涵了萬里國小對學童們的期望:勤奮好學，樂觀進取，德、智、體、群、美並重的全人教育理念。
◎教育的養成需要紮實而穩固的根基、一步一步慢慢學習而成長。
在「讀書樂」的書櫃上，置放著陪伴孩童們一同成長的物件。大大小小的書籍代表著學問、人生發展的基石，並呼應著萬里國小重要的精神指標—「行萬里路，讀萬卷書」。在重視知識基礎發展中，不忘朝全人教育理念發展。書櫃上的團隊勝利獎杯，代表校方師生共同努力、團隊合作的責任感與榮譽心，學童校園生活中的物品、樂器及運動器具代表著校園生活的活力與色彩，背景大大小小的圓點兒童塗鴉彩繪陶板，更能揮灑出孩子們豐富的想像力與創造力。
讀書樂 成果回饋(萬里國小藝文教師-許慶雄)
公共藝術的設置為學校空間帶來了豐富的變化和師生全新的認知與感受，尤其在萬里鄉，這還是頭一遭也是師生和藝術家第一次心靈交會的作品，不但讓全校師生認識公共藝術也親手參與製作的過程，相信大家會更珍惜它，因為它蘊藏六百多位萬里師生和藝術家共同的心血和結晶。
其次，學校設置公共藝術作品，社區民眾也感到新奇，紛紛駐足觀看製作過程與詢問，校內竟然有如此讓人親近的作品而且是師生一起完成的，民眾和遊客來到校園參訪或活動，無不吸引眾人的目光，假日經過看到作品的遊客更是紛紛下車留影拍照，我想這已經不是學校的公共藝術而是所有人的公共藝術了。
最後，空間美學概念由於公共藝術的設置已經在學校、社區慢慢發酵了，「藝術」不再只是侷限於某些人，透過藝術家的概念和學校師生社區民眾的想法及地區特色作結合，我想公共藝術可以更貼近一般人而非藝術家的藝術。
A-美學融入環境教育，學生透過馬賽克磁磚拼做出屬於子己專屬的大花盆。
B-利用城鄉風貌趕造計畫，將挖出的石頭，進行生態池棲地營造，符合永續校園之精神。
C-結合學校願景(感恩、閱讀、運動、親近自然)與在地藝術家，創造屬於萬里國小的願景牆。
D-閒置空間物體再利用，透過創意巧思結合校園地景地物，打造環境教育新美學。
E-利用廢棄閒置空間-噴水池，設置五彩風車轉動，營造萬里國小以風為能源主題的意象與連結。
透過藝術，體會環境與人的關係，無論是求美的亦或者尋求反思，都是一種美感的體驗。107課綱中，「藝術涵養與美感素養」為其中的一環，希望國小學童具備藝術創作與欣賞的基本素養，促進多元感官的發展， 培養生活環境中的美感體驗。環境藝術藝術家吳瑪俐曾說：「藝術不是美化，而是引發、連結與思考。」我們期待在校園中，有更多深刻的環境藝術創作，讓孩子能夠透過體驗，表達心中的價值，對校園環境有更深入的情感，對環境永續有更深刻的體驗。
註1李曉雯<環境藝術再思考：從藝術體驗到永續意識>http://bambooculture.com/article/3141
曾佳慧老師 國立台北教育大學藝術與藝術教育研究所
許慶雄老師 國立新竹師範學院美勞教育學系
Environmental Art, an Example of Wanli Elementary School
C.H.Tzeng, C.H. Hsu
英譯 張凱復
“Wow, isn’t it the name of the Primer of
Executive Yuan, Mr. Ching-te Lai? How can it be here? ”Surely it is.
Primer Lai is the alumnus of Wanli Elementary School. This footprint
was made on the school’s 90-year anniversary. It was a collaborative
art creation of whole school which encouraged people to broaden
their horizon of knowledge.” Next, we are about to experience the
environmental art of Wanli Elementary.
Generally speaking, the environmental art
includes phases like public art, landscape art and environmental
protection art. In the past, it focused on the results or production
of the artists created with natural medium or interacted with
natural environment. Now, based on related environmental issues,
artists are explaining the connection among Mother Nature and human
beings through types of works. Furthermore, they try to bring forth
new viewpoints to draw people’s attention to mending the
Nature-human relation gap.
In the art classes, we have been seeking
the inspiration and materials of creation to make students
experience the beauty of Nature through exploring. We also found the
deeply-intertwined relationship between Nature and us by making art
a part of our life. We also noticed the environmental art creations
on campus can be divided into 3 categories. This article aimed to
discuss the 3 sorts of art works in Wanli Elementary School for
readers’ reference.
The Environmental
Art Creation on a Class Scale
How to make children feel the beauty of
art in life? An outdoor visiting would be the answer. Using their
senses to experience the changing of seasons and the atmosphere of
the environment is a way of aesthetics appreciation. What can we use
to create our art works?
After our brainstorming, collages have been selected.
Everyone has their own tastes. Some like
flowers, some stones. And still others would carefully find the
plant seeds and branches. The universal rule was that no harm should
be done to Nature while creating.
Consequently, the art works were visualized with some more
creative thinking. Some students made a “Mona Lisa,” while some
created a dynamic picture. Each piece of work was great efforts of
the children. Their works were named as the ideas within were
explained. During this process, students learned how to work
together and developed how to interpret their works. Last, we
decided to share our works with passengers travelling by. “From the
earth we came and to the earth we shall return.” Once step outside,
everything can be the material for creation.
The Environmental Art Creation on a School Scale
On our 90-year anniversary, we created a
potter work of footprints. This course was designed and carried out
mainly by the art teachers. Each student was asked to sign and make
the footprints in the pottery classroom before sent to the kiln.
After that, these footprints were attached the wall. Mr. Lai, the
Legislator at that time was also invited to join the program. The
footprints were symbols of setting forth on a journey to the world.
Due to SARS, the anniversary was held on a small scale. However, we
anticipated that the alumni will return to campus and be remind of
the spirit that travels far knows much after graduation.
The Environmental
Art Creation Directed by Artists
In 2010, we had carried out a
school building remodeling program. According to the plan, at least
1 percent of the budget had to be channelled to public art. Mr.
Huang’s Fun of Reading was selected. He used the old abandoned wall
of the fountain and created an image of bookshelf. Childhood
memories along with the school’s visions, appreciation, reading,
sports and nature loving had enriched the whole picture which
expressed the innocence, fondness for learning and emphasis on
wholistic education. The artist also designed a series of pottery
course to have students create their own works and decorate the
campus with these pottery tablets. That a long-forsaken fountain
once again drawing people’s attention was given The Public Art Award
by the Ministry of Culture in 2012. As one of the judge’s comments
went, “The work has demonstrated an art form of deduction, the
environmental ethics of
frugality and the aesthetic of
simplicity.”
The Concept of Fun
of Reading by Mr.G.M. Huang
In this case,
the artist used a bookshelf familiar to children to decorate a
long-forgotten fountain. The “Bookshelf” expressed children’s
vitality, the warmth of campus and the rich learning environment.
An originally indoor device was then shifted outdoors with
pottery of mixed texture of innocence and fancy to express the
meaning of designated aesthetics and art education which furthermore
indicated the anticipation for Wanli Elementary School students,
learners of wholitic education.
It Takes a Solid
Foundation to Build up a Sound Environment for Education.
Items that keep children’s company were
lain on the shelf. The books represented the knowledge and the
cornerstones of life development which echoed with the school’s
vision,
people who
travel far know
much. Moreover, the trophies on the shelf also reminded students of
the responsibilities and honor of collaboration. The musical
instruments and sport equipment also indicated the vigorous and
colorful school life. The painted pottery boards attached as the
background decorations entailed the students’ endless imagination
and creativity.
Feedback
The setup of public art has brought brand new
change and enrichment to students and teachers, especially in Wanli
Dist. This was the first time that the artist had worked with
teachers and students together. Not only were the teacher and
students’ efforts involved in the creation but the cherishing was
strongly assured because of the painstaking endeavors within the
creation.
Secondly, local citizens were curious
about the public art. This work of teachers and students has drawn
people attention when visiting the school. This art belonged to all
the people.
Finally, because of the public art
establishment, the aesthetics of space in school and community has
been gradually fermenting. The ART no longer belonged to certain
group of people. Through the concepts of artists, ideas of teachers
and students as well as local characteristics, art will be more and
more approachable.
Experiencing the relation between human beings and the environment through art, a quest or a reflection on beauty, is an experience of aesthetics. Art cultivation and aesthetic literacy is one of the aspects in 2018 Curriculum Guidelines whose target is to cultivate students’ basic literacy of art creation and appreciation, facilitate the multi-sensory development, and build up the aesthetic experience in living surroundings. Environmental artist M.L, Wu said, “Art is not merely beautifying but also intriguing, connecting and thinking.” We anticipated seeing more environmental art creations on campus to let students express their inner values, deeper feelings and profound experience to everlasting environmental development.
