以藝術元素統整之藝術鑑賞課程對學生鑑賞能力表現的影響

Art Appreciation Learning through an Art Elements Based Curriculum

周珮儀(Pei-I Chou) ； 閻璽如(Hsi-Ju Yen)

《藝術教育研究》 17期 (2009/05) Pp. 71-103

摘要

最近統整課程在藝術教育領域和一般教育領域都再度受到重視，然而，迄今為止，藝術領域對統整課程的理論和實施尚無定論而亟待研究。目前我國國小藝術與人文領域課程教材架構大多僅是表象的統整，而缺乏內在本質的統整，對音樂、視覺、表演三門藝術之間的聯結關係薄弱，很難引起學習者美感認知與體會的共嗚。有鑑於此，本研究為國小學童設計一套「以藝術元素統整之藝術鑑賞課程」，並評估這套課程實施之後學生在鑑賞能力的表現。整體而言學生在接受本課程之後藝術鑑賞的能力有提升，「感受」、「描述」、「分析」、「評價」等四項能力都有進步。尤其強調三門藝術共感的設計讓學生面對藝術作品時因連結各種感官而使感受更深刻，了解並運用各種藝術元素使學生的描述語彙更具體、更豐富，掌握藝術元素之間的關係和形式也讓他們的分析更深入，並能建立基礎的評價能力。惟這四項鑑賞能力越低層次就越易全體達成，越高層次越容易受到研究對象之藝術與語文基本能力的影響而有所不同。

關鍵字

藝術元素 ； 藝術鑑賞 ； 統整課程

並列摘要

Problems of the Arts and Humanities integration curriculum were identified as being superficial and having weak inner relationship among its visual art, the music and the performing art components. It was perceived that students' aesthetic cognition and experience would not be adequately facilitated if such problems existed. The present study aimed to design and assess an integrated curriculum for a group of elementary school children. Four core artistic elements were selected to build a curriculum. Five teachers and 2 scholars participated in the curriculum development. It was found that through a semester's learning the students' art appreciation abilities in sensation, description, analysis and evaluation were higher. The study further showed that the lower the level of abilities examined the easier they be developed through the curriculum. Whereas performance in the higher levels of all four elements were correlated with other abilities such as discourse.

並列關鍵字

art elements ； art appreciation ； integrated curriculum

參考文獻

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