作品名稱 Title:
探索在地文化 建構學習場域_尋回被遺忘的語言，探索在地文化建構學習場域
Explore Local Culture, Constructing the Learning Place_Retrieve the forgotten language and explore the local culture to construct the learning field
指導老師 Adviser:
李宜蓉
基地位置 Location:
雲林/崙背
Lunbei/Yunlin
作品介紹 Description:
藉由「在地語言」讓世代間進行交流，並將原有在地文化透過構築能保留藝術與文化再造。
在一些人心中，它不曾被遺忘；而在另一些人心中，它從未被記取。在我們每個人心中都有自己不曾遺忘的符號。藉由「在地語言」的交流，將它透過藝術延續下去。
以尋回「在地語言」做為出發，在地居民不分老少，透過自己的雙手創作出自我對詔安文化的理解。此場域不只是既有學校的延伸，亦是居民分享交流的平臺。
在建築配置的部分，延伸校園中軸線，延續原有的走道尺度進行設計，並將詔安客家住宅軸線概念的呈現於配置。因此在平面設計部分，我將屬性依語言強度與文化層次進行結合及配對。
整體設計的部分，如何能保留原有校園的開放性及安全性。第一，基地賦予學生一個下課延伸學習或社團活動的學習場域，在基地與原校園連結的部分學習可以自由發生，讓在地學生自由地探索自我的興趣。第二，基地是在地居民平日或假日學習的場所。
將學校的圖書室與社區結合，提供給居民一個完整的自我學習空間。因此，圖書場域做為學習場域的起點，書是學習任何技能的基礎；閱讀是表達藝術創作探索的一種方式。以居民而言，能隨時進入閱讀書籍，且不影響國中學習課程之下，可於圖書櫃台借閱各領域空間使用。以在地國中生而言，他們是透過課程學習，從體驗中的部份去選擇自己喜歡表達的方式，閱讀是給予他們在探索中的指引。圖書館亦是在地孩子放學後，等候家長及書寫作業的地方。
在定題目時，我希望此基地提供一個「共享」的學習環境，並將在地文化透過構築方式。讓居民從各種過去工藝學習找回屬於自己的文物，建構音樂、美術場域，還原過去詔安文化的底蘊，應用詔安語言所呈現的話劇及音樂演奏，以此形塑出語言場域。
Through the "local language", the generations can communicate, and the original local culture can be preserved through the construction of art and cultural reconstruction.
In some people's minds, it had not been forgotten; while in other people's minds, it never remembers. In each of us has our own never-forgotten symbol. By exchange "in the local language", and it will continue through the arts.
As with recovered starting "in the local language," the residents young and old, through their own hands to create from my understanding of Zhaoan Hakka culture. This field is not only an extension of existing schools but also a platform for residents to share and communicate.
In the configuration of the part of the building, the campus axis extending in continuation of the original design walkway scale, and the axis Zhaoan Hakka house concept presented in configuration. Therefore, in the graphic design part, I combine and match attributes according to language intensity and cultural level.
The overall design of the part, how to preserve the openness and safety of the existing campus. First, the base gives students a school extended learning field learning or community activities, part of the learning at the base of the original campus link can freely take place so that students are free to explore in the interest of themselves. Second, the base is in place for residents on weekdays or holidays learning.
Integrate the school library with the community to provide residents with a complete self-learning space. Therefore, the book field is the starting point for the learning field, the book is the basis for learning any skill; reading is a way to explore the art of expression. As far as residents are concerned, they can enter and read books at any time without affecting the junior high school courses. They can borrow and use the space in various fields at the book counter. For middle school students in the region, learn through courses and choose the way they like to express themselves from the part of the experience. Reading is a guide for them in their exploration. A library is also a place where local children wait for their parents and write homework after school.
When given a subject, I want this base to provide a "share" of the learning environment and to build a way through the local culture. Let residents retrieve their own cultural relics from various past craft studies, construct music and art fields, restore the heritage of Zhaoan Hakka culture in the past, and use the drama and music performances presented in Zhaoan Hakka language to shape the language field.
