臺灣原住民文化近年來面臨文化保存延續上的難題，文化自動成為重要課題。因感教育有責任求族群文化知覺與榮譽感和促進文化間彼此瞭解與尊重；吾人乃設計「珈雅瑪(茶山)文化藝術夏令營」，試圖將藝術文學習結合社區資源，推動鄒族文化知覺與認同，並進一步促進跨文化交流與了解。 「珈雅瑪文化藝術夏令營」主要以原住民中的鄒族文化為學習基礎，阿里山鄉茶山村為執行地點，服對象以茶山國小學童為主，共有44人。營隊為期一週，輔導與山作人員由二十七位嘉義師院美教系學生組成。本文將透過分析「社區取向藝術教育」的課程設計與教學理念和原則所建立的觀念架構來檢視該藝術文化營隊的教學活動過程、內容設計以及與社區互動方式，充分挖掘其內含之藝術教育意義。 「茶山文化藝術夏令營」執行結果所啟示的教育意義如下：一、在社區生活、文化環境脈絡中進行的藝術學習，比較容易推動族群文化經驗和認知；二、適當的跨文化接觸與交流，比較能夠促進族群間三、藝術學習範圍擴展至社區生活層面，比較容易強化學生的社區參與和價值體系的瞭解；四、以多元、合作、參與性、開收性和是索性的建構性教學為基礎，比較容易培養學生客觀思辨的能力與彼此尊重的態度。

A phenomenon shared by Taiwanese aboriginal cultures is the struggle for cultural identity within the context of fast changing values and impacts of global cultures or the conscious enculturation by the core culture. The need to strengthen pride and cultural awareness within ethnic groups, and mutual respects among them remains important issues in Taiwan’s education at present. For the purpose of preparing children to be sensitive to their own cultures and communities, the “Chia-Shan’s Art and Culture Summer Camp” was designed especially for aboriginal Zou children at Chia Shan elementary school in Chia Shan village. The design of curriculum and teaching strategies for this program was based on concepts of community-based art education in which applications of community resources, community participation, and learning about community are emphasized. This program was centered on the study of Chia-Shan village and its Zou culture. Its purpose is threefold: (a)strengthening Zou children’s sensitivity and obligation to their own culture and community, (b)promoting cross-cultural communication and mutual respects, and (c)bridging the gap between art and life in art education. Work in this summer camper threw some insights upon art education as follows: (1)community-based art education can play a significant role in strengthening cultural pride and awareness, (2)cross-cultural understandings and respects can be more easily reached through appropriate contacts and collaborations, (3)a socio-culturally responsive curriculum will equip students with senses of community participation and obligation, and (4)it is more accessible to cultivating students’ critical thinking and mutual respects through a reflective, collaborative, and democratic pedagogy.