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E88079
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我國兒童與青少年審美思考發展之調查研究
Aesthetic Thinking of Young Children and Adolescents: a Developmental Study
1.陳瓊花
1.Chiung-hua Chen
1.國立臺灣師範大學美術學系(所)
1.Department of Fine Art, National Taiwan Normal University
001,002,003,004
1.國立臺灣師範大學美術學系(所)
1.Department of Fine Art, National Taiwan Normal University
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1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):1998-08-01
A.14 計畫執行期間(訖):1999-07-31
1998-12-011999-04-30
A.16 收到日期:1999-08-17
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國小3、5、6年級學生 國中2年級學生 高中2年級學生

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C.2 聯絡日期:1999-10-21
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1.國立臺灣師範大學美術學系(所)
1.Department of Fine Art, National Taiwan Normal University
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C.7 資料公開日期:2001-08-01
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1.審美的反應
2.審美的能力
3.審美思考
4.審美教育
1.Aesthetic Thinking
2.Aesthetic Abilities
3.Aesthetic Education
4.Aesthetic Response
本研究的樣本以集體隨機抽樣的方式,選取台北與金門(或澎湖)地區的國小三、五、六年級,國中二年級,以及高中二年級的公立學校整班學生。 本研究工具採取弗利門(Freeman,1995)的十項結構性美學問題,以親臨訪查的方式進行問卷調查。對於訪查資料的研究﹐採質與量的分析,運用敘述 統計與推論統計。 次數分配統計與卡方檢定將被用來檢視﹐不同年級層的學生對於開放式與封閉式問題的回應﹐以瞭解其觀念傾向。資料分析與整理時所建立的類別,係以學生個別的 回答為基礎,並參考前人的研究結果。 我國學童審美的思考,隨年級的增長,對於藝術家與觀者的觀念,由二者之間角色的互換術家的感情,且覺得藝術家創作時常考慮他人的看法,或藝術家的情緒決定 作品的成果,因為他可能就是如此。這種情形,大約在國小5、6年級藝術家與觀者二者之角色逐漸分化,高年級的學生視藝術家是具有特殊能力,常不顧觀者的反 應,是可以掌控觀者情感的人,但並非人人可為,因此,自覺是無法從畫來推論創作者的情感。對個體而言,當認知到藝術家與觀者之間並非等同時,藝術家與觀者 之角色乃逐漸分化,二者之間遂存在著鴻溝。本研究不支持弗利門(Freeman,1995)之研究論點,所謂\"思考藝術家角色是先於觀賞者角色\"的觀念, 其研究結果不具普遍性。

The sample population of students were drawn randomly from grades 3,5,6 of elementary public school,and grades 2 of junior and senior high public school in Taipei and Kinmen. The students were asked to respond to ten structured questions from the study of Freeman (1995). The categories chosen for analyzing and classifying the responses were based on a careful inspection of the answers given by the individuals and the findings of previous research. The finding reveals that the abilities to differentiate the roles of artist and beholder increased along with grade levels. Young students tend to simplify these roles. They often think themselves as artists and beholders. Therefore, they feel confident to infer artists\' feelings from the pictures, and agree that artists always thinking of other people\'s option when they make their works. Young students also indicate that artists\' feelings determine picture qualities. Around grade level of 5 or 6, the roles of artist and beholder are gradually differentiated. Senior students are able to appreciate the capacity of an artist. They think not everyone can be an artist, and feel uncomfortable to infer artists\' feelings from the pictures. When the individuals aware of the differences between the artist and beholder, the roles of these two become apart. This finding does not support the suggestion of Freeman in 1995 that a conception of the role of the artist in picture production emerged before a conception of the role of the beholder.

D.16 完成檢誤日期:2000-04-10
D.17 預定釋出日期:2001-08-01
D.18 初次釋出日期:2000-08-18
D.19_1 最新版釋出日期:2000-08-18
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10.6141/TW-SRDA-E88079-1
https://efenci.srda.sinica.edu.tw/webview/index.jsp?object=https://efenci.srda.sinica.edu.tw:80/obj/fStudy/E88079
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