計畫成果及亮點/The Achievement and Highlights of the Project
善盡社會責任 112-113年
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善盡社會責任 Fulfill Social Responsibility
本校成立藝術社會實踐中心，從北藝大專業領域特色出發，與在地社群形成夥伴關係，系統化建構「地方學」文化知識內涵，並著眼於創作展演轉化再現地方文化內容，從而落實藝術大學的社會責任。
TNUA established the Center for Art and Social Practice, leveraging its professional expertise to form partnerships with local communities. The center systematically builds cultural knowledge and focuses on transforming and representing local cultural content through creative performances, thereby fulfilling the social responsibility of an art university.
1.社會實踐責任計畫
【亮點】「漁村轉型、文化永續: 依海而生在地知識的轉譯與活用之共學共創」
本校(112-113年)第三期教育部大學社會責任實踐計畫獲核定大學特色類萌芽型個案計畫(新興)「漁村轉型、文化永續：依海而生在地知識的轉譯與活用之共學共創」，與東北沿岸四漁村在地文化工作者、四個館舍成為共學共創伙伴，實踐場域概括基隆、東北角與宜蘭海岸的正濱漁港、八斗子、馬崗、龜山島&龜山里、南方澳等漁村，近年來在地文史活動非常活躍、累積不少成果，與從在地知識建構與文化展演切入，達成漁村在地知識轉譯與資源公共化；地方對話、跨域連結與人才培育；有助生態、文化與發展並進的漁村轉型。
1. Social Practice Responsibility Plan
Highlight: "Fishing Village Transformation, Cultural Sustainability: Co-Learning and Co-Creation of Local Knowledge Translation and Utilization by the Sea"
In 2023-2024, our university's third phase of the Ministry of Education's University Social Responsibility Practice Plan was approved as an emerging university characteristic project. This project, "Fishing Village Transformation, Cultural Sustainability: Co-Learning and Co-Creation of Local Knowledge Translation and Utilization by the Sea," partners with local cultural workers and four museums along the northeast coast, including Zhengbin Fishing Port, Badouzi, Magang, Guishan Island & Guishanli, and Nanfang'ao. Recent years have seen active local cultural and historical activities, achieving the translation of local knowledge and public resource sharing, local dialogue, interdisciplinary connections, and talent cultivation, contributing to the ecological, cultural, and developmental transformation of fishing villages.
【亮點】在地特色的藝術節慶與聚落
a. 臺北市．北投．關渡：「關渡聖誕節-北藝鬥鬧熱」計畫：藉由在地的融入，重新打造關渡地區媽祖聖誕活動，成為「關渡學」重要的一環，並以走入關渡社區為主要核心。在課程設計上，舞蹈系葉晉彰助理教授與一德里辦公室合作，引入民俗傳統專業師資，如謝宗榮、楊逢時老師，為同學講解宮廟文化、傳統武術、藝陣文化等等，從東方身體觀的角度帶領學生認識傳統民俗文化，平衡學生以西方體系為主的舞蹈教育內容。
b. 新北市‧石碇：垃圾谷裡的造夢村—石碇十八重溪社區陪伴計畫：由藝管所于國華副教授與藝教所林劭仁教授共同帶領學生參與計畫，包括訪談當地居民、搜集史料、紀錄口述歷史等，以確保手冊的資訊豐富而真實，再運用藝術祭舉辦工作坊、導覽等實踐活動，有助於促進社區的文化、歷史和自然資源的認知。並透過藝術和文化的推動，為石碇帶來新的商機，未來可以促進當地的經濟發展，提高居民的生活品質。這樣的合作模式有助於建立長期的合作關係，促進持續的地方發展和學術交流。
c.臺東縣‧關山：雷公火文化生活節-電光文化傳習與藝術創生：北藝大自USR計推動以來，為協助部落發展，改善電光人口老化、人口外移以及文化斷層的問題，透過樂舞歌謠採集、文化傳習工作坊及《戲說雷公火》演出，協助族人們找回許多逐漸被遺忘的傳統文化及歌謠，多年來的陪伴，青年部落意識逐漸抬頭，《戲說雷公火》演出規模亦已成熟，111年起便開始進行技術移轉，將重心轉投入於「雷公火文化生活節」的週邊市集及帶狀活動的開發。由藝推中心主任余昕晏帶領北藝大學生與電光社區發展協會、電光國小、關山國中共藝共創，辦理文化傳習活動、建立部落故事人物寫真、辦理成果展、串聯利關係社群等，帶動地方產業發展。
d. 花蓮縣．秀林：True Ku/True-真我律動—原民部落儀式與樂舞身體踏查：本計畫從「進入和走出」的概念與方向，擴增文化保存及人才培育的行動。針對花蓮太魯閣族的文化儀式、部落生活採風、樂舞歷史、傳統服飾製作、身體踏查等學習，觀摩太魯閣族現代藝術表演團體TAI身體劇場轉化，並融合輸出自身專業，透過接觸、分享、交換生命經驗與看法，實踐「跨域教學創新」、「人才培育」、「場域永續發展」、「價值創造」的目標，最後貫穿太魯閣族樂舞藝術對於過去、現在與未來的展望，實踐原民部落儀式樂舞的當代藝術展現，由舞蹈系吳易珊老師與秀林鄉公所講師一同合作，使原民文化及當代藝術專業共融。(圖17)
e. 屏東縣‧來義：聽vuvu的聲音-來義南和部落樂舞祭儀採集與推廣計畫：由藝推中心主任余昕晏帶領北藝大學生與高見社區發展協會、靈佳樂祖靈屋發展協會合作，計畫分為兩大部份，經由前期部落踏查及初步採集後，透過版畫創作工作坊帶領同學及部落孩子一起體驗文本創作及「文化轉譯與再製」的技巧，從部落核心祖靈屋的門楣故事為主軸發想繪本內容，另一方面，從聽vuvu唱歌的過程中採集音樂、製譜，進而與部落共同完成繪本創作，作為部落文化傳承、保存與推廣重要的教材。(圖18)
Highlights: Local Art Festivals and Communities
a. Taipei, Beitou, Guandu: "Guandu Christmas - TNUA Festivities" Project: This project revitalizes the Guandu Mazu Birthday celebration, integrating it into the community. Assistant Professor Yeh Chin-Chang from the Department of Dance collaborates with local offices and traditional experts to teach temple culture, traditional martial arts, and folk arts, balancing Western dance education with Eastern cultural perspectives.
b. New Taipei City, Shiding: Dream Village in Garbage Valley - Shiding Shibajhongxi Community Accompaniment Project: Led by Associate Professor Yu Kuo-Hua and Professor Lin Shao-Jen, students engage in interviews, historical research, and oral history documentation. Art festivals, workshops, and guided tours promote community awareness of cultural, historical, and natural resources, fostering economic development and improving residents' quality of life.
c. Taitung County, Guanshan: Leigonghuo Cultural Life Festival - Denglou Cultural Transmission and Artistic Creation: Since the USR project began, TNUA has helped the community address aging, migration, and cultural gaps. Through song and dance collection, cultural workshops, and performances, traditional culture is revived. The project now focuses on developing the Leigonghuo Cultural Life Festival's market and activities, led by Director Yu Hsin-Yen and involving students and local associations.
d. Hualien County, Xiulin: True Ku/True - Indigenous Rituals and Dance Exploration: This project enhances cultural preservation and talent cultivation through learning about Taroko rituals, community life, dance history, and traditional attire. Collaborations with TAI Body Theatre and local experts aim to integrate indigenous culture with contemporary art, achieving goals of interdisciplinary teaching innovation, talent cultivation, sustainable development, and value creation.
e. Pingtung County, Laiyi: Listening to Vuvu's Voice - Laiyi Nanhe Community Music and Dance Ritual Collection and Promotion Project: Led by Director Yu Hsin-Yen, students collaborate with local associations to document and promote traditional music and dance. Workshops on printmaking and cultural translation help create educational materials for cultural preservation and promotion.
(圖17-左) 113年True Ku/True-真我律動—樂齡舞蹈教學
(圖18-右) 112年版畫創作工作坊
2. 藝術媒合服務學習，走進原鄉邁向國際
藝術媒合社會連結規劃四個分項計畫「媒合跨領域課程創新合作」、「藝術力量社會支持」、「服務學習素養培育」及「國際環境型塑地球公民」，以服務學習的方法與理念，串起社會連結、永續關懷及善盡社會責任。
「媒合跨領域課程創新合作」及「藝術力量社會支持」均透過藝術為媒介，雙方共同參與、共同激盪為導向，讓藝術在彼此的生活空間產生擾動，同時創造在地知識文化產出的可能，以達成藝術實踐。藝術實踐是為了促進不同社群間對話，以建立媒合連結藝術與社群為主軸，串聯所有執行面向，招募不同系所進行跨領域合作，運用各領域藝術專業針對媒合服務對象設計活動，藉由出隊讓同學們學習藝術的場域並不限制在校園或劇場裡。
「服務學習素養培育」由課指組辨理系列講座培養及提升學生對於社會議題及各族群的認知、深化藝術服務及服務學習的觀念、了解工作規範及同理心的建立。同時為加強協助各專案提升出隊品質及團隊行政效率，辦理素養TA培育課程，加強輔導學生。「國際環境型塑地球公民」培養學生對於自身本土藝術文化的認知，透過不同國籍、族群之互相學習達成雙向文化的體驗認識。
相關連結｜藝術媒合服務學習計畫 成果
2. Art Matching Service Learning: From Local to International
The art matching social connection plan includes four sub-projects: "Innovative Interdisciplinary Course Collaboration," "Art Power Social Support," "Service Learning Literacy Cultivation," and "International Environment Shaping Global Citizens." These projects use service learning methods and concepts to connect society, promote sustainability, and fulfill social responsibility.
"Innovative Interdisciplinary Course Collaboration" and "Art Power Social Support" use art as a medium for mutual participation and stimulation, creating disturbances in each other's living spaces and generating local cultural knowledge. Art practice aims to promote dialogue between different communities, establishing connections between art and communities, recruiting various departments for interdisciplinary cooperation, and designing activities for service targets, allowing students to learn that art is not confined to campuses or theaters.
"Service Learning Literacy Cultivation" involves a series of lectures to enhance students' awareness of social issues and different ethnic groups, deepen the concept of art service and service learning, understand work norms, and build empathy. To improve project quality and team administrative efficiency, TA training courses are provided to strengthen student guidance.
"International Environment Shaping Global Citizens" cultivates students' understanding of their local art culture, achieving mutual cultural experiences through learning from different nationalities and ethnic groups.
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