視障成人藝術參與實踐研究－以盲人重建院美學創作課程為例

Practice of Art Participation for Adults with Visual Impairments -Case Study of Life Aesthetics Curriculum in the Institute for the Blind of Taiwan

趙欣怡(Hsin-Yi Chao)

《特殊教育發展期刊》 65期 (2018/06) Pp. 53-64

https://doi.org/10.7034/DSE.201806_(65).0005

摘要

本研究以參與2012年由新莊盲人重建院舉辦之生活美學創作課程之視障失明學員，包含八位中重度視覺障礙學員，為本文探討之主要研究對象。透過筆者為視障學員規劃為期一年，共24堂，每堂3小時，包含繪畫、水墨、版畫、捏塑、拼貼、攝影、複合媒材等多樣性素材內容進行的長期生活美學創作課程，試圖連結其生活經驗，並重建視障學員社會文化參與功能。以研究對象個別訪談、課程紀錄、社工觀察探討藝術參與活動對於視障高齡者之影響，並從中分析視障者對於媒材屬性的喜好差異及原因，作為規劃視障者參與社會藝術教育活動之規劃設計參考。研究結果發現在課程觀察紀錄中，視障成人的藝術創作表現性與主動性並未因視力損傷而有所減少，反而因失明後能有機會接觸藝術活動而提高其參與度。其次，經由研究對象口述訪談與問答結果發現中高齡視障者對於版畫創作與攝影活動的喜好程度偏高，可歸納為版畫種類多元，版面刻畫的觸覺凹凸特性，以及製作流程的明確步驟，到最後色彩的圖像呈現，給予視障者高度的創作自信。而攝影活動則是因多數視障者失明前皆有拍照經驗，加上志工口述影像解說的輔助，讓視障學員仍可學習觸覺控制拍攝影像，並且透過拍攝活動表達個人的創作想法。因此，藝術參與的落實對於視障者的益處，除了得以活化多元感官操作技能作為高齡生活的準備，更能建立對於自我探索的心靈成長與實現，進一步呼應社會文化平權的推動理念。

關鍵字

視障者 ； 藝術參與 ； 生活美學 ； 文化平權

並列摘要

In this study, eight adults with visual impairments involved the one-year curriculum of life aesthetics in Institute for the blind of Taiwan. There were 24 classes included drawing, calligraphy, printmaking, collage, sculpture, photography, and multi -materials, relating to living experience and rebuilding their social abilities. The impact of art participation activities on elderly people with visual impairments and the difference and causes of their material preference were discussed based on an individual interview with each participant, course records and social workers' observations in order to organize art activities for them in the sustainable society. The results discovered that adults with visual impairments were active to express their motivation and creative ideas no matter how worse their visions were. They cherished the opportunity and encouraged themselves to engage with art creation after losing sight instead. Second, photography and printmaking were selected as two most popular courses from the interviews and questionnaires for the participants with visual impairments. On the one hand, we can infer that printmaking's tactile features, raised and concave, assisted the visual impaired to recognize size, lines, and shapes by touching. Also, there were clearly making steps to finish print alignment and ink to express color and images, so participants with visual impairment increased self-confidence by learning diverse tactile skills. On the other hand, taking pictures was a popular activity for people, so the late visual impaired could recall and repeat their visual experience and memory by photographic course with volunteers' audio descriptions. In sum, the implementation of art engagement benefits for the visual impaired because of not only the practice of multi-sensory techniques as a preparation for senior living in the future but also building self-exploration and spiritual growth in psychological aspect. Finally, we can expect to realize the idea of cultural equal right in friendly society.

並列關鍵字

people with visual impairment ； art engagement ； life aesthetics ； cultural equality

參考文獻

林詠能、趙欣怡（2016）。視障觀眾的博物館服務需求探究。博物館與文化，12，43-64。

趙欣怡、施植明（2009）。非視覺化創造力。美育雙月刊，167，10-15。

趙欣怡（2011）。視障兒童水墨畫創作技巧之教學策略。百年永藝：台灣首屆國民中小學藝術教育年會論文集，148-154。

趙欣怡（2013）。台灣視障美術教育發展初探-以小學美術創作課程為例。全球教育論壇論文集，251-274。

趙欣怡（2016）。博物館之視障觀眾展示規劃與參觀服務研究。博物館與文化，12，105-140。