- 學位論文
畫畫的房間：以藝術教育治療作為泛自閉症兒童創作歷程之研究
The Room of Drawing – Arts Making Process In Art Education Therapy for Children with Autistic Spectrum Disorder
摘要
藝術本身具有療癒與分享的特性，它更是一種內在自我與外在世界溝通的途徑。透過非語言的溝通功能，藝術提供建立關係的機會，而藉由藝術表達過程，人們共享獨特的互動模式。藝術治療 ( art therapy ) 其中一個取向強調藝術即治療，而藝術教育 ( art education ) 又作為治療的基礎，即便藝術教育與藝術治療分屬不同專業，但兩者共享的信念是藝術的療育功能。 研究者長期投身泛自閉症兒童藝術教學工作，試圖摸索以藝術教育治療 ( art education therapy ) 作為泛自閉症兒童療育介入的具體實踐。基於上述理念，研究者從泛自閉症 ( autism spectrum disorder, ASD ) 兒童主要的兩項困難特質：「社交互動與溝通缺損」、「侷限重複行為及興趣」著手，思考如何透過藝術教育建立引導與互動的動機。本研究期待為泛自閉症兒童探尋符合其需求之藝術學習模式，並以下列三大面向作為研究目的：首先，瞭解藝術教育、藝術治療和特殊教育如何影響藝術教育治療發展之脈絡；接著，釐清泛自閉症兒童特質與需求，擬定以藝術教育治療作為介入 ( intervention ) 的工作焦點與成效；最後，運用藝術教育治療概念發展適合泛自閉症兒童的藝術創作方法，並探討其歷程與影響。 本研究以文獻探討、參與觀察法與個案研究法為主要研究方法，依據四位泛自閉症兒童之特質與需求，發展個別化藝術學習目標和計畫，並從創作歷程回應本研究之問題與目的。研究結果發現，藝術教育治療作為跨領域統合方法，能夠提供泛自閉症兒童適性發展的彈性，使其在實踐中拓展興趣並進行自我探索，提升其自主表達的動機。然而，泛自閉症兒童間具有高度異質性，故本研究亦提出兩面向之建議，一是藝術方法是否可能在泛自閉症兒童療育系統中發揮作用；二是藝術教育治療是否可能由歷程性創作發展為具體介入策略，期望作為未來研究之探究參考。
並列摘要
Art heals and shares. Art connects one’s inner self with his/her outer world. With nonverbally communicative functions, art opens the door to building a relationship. Through artistic expression, people share unique interaction. Art therapy serves as art-oriented therapy; art education is based on therapy. Art education and art therapy are distinct professions, while both share common belief— the intervention function of art. With long-year dedication to art education for children with ASD, this researcher has applied art education therapy to intervention strategy practice. This paper, aimed at two main difficult characteristics for children with ASD — “lack of social interaction and communication” and “limited-repetitive patterns of behavior and interests”, is to establish guidance and motivations for interaction through art education.” This thesis, centering on discovering ideal artistic learning mode for children with ASD, is categorized into three dimensions as research purposes. The first one is to grasp how art education, art therapy, and special education influence developments of art education therapy. The second is to shed light on traits and needs of children with ASD and to sketch out focuses and effects of intervention of art education therapy. Finally, art education therapy is applied to developing appropriate art creation methods for children with ASD, of which the historical changes and influence are examined. Literature reviews, participant observation, and case study are the main approaches in this study. Tailor-made learning focuses and planning are designed in accordance with particular characteristics and needs on four children with ASD respectively, and this research questions and scopes are answered and reviewed throughout the creation process. This result of the study shows that art education therapy as an interdisciplinary integrated approach offers children with ASD flexibility of adaptive development. During the process of art creation, children with ASD are allowed to explore interests, advance self-discover, and enhance motivation of independent expression. Nonetheless, given that children with ASD are highly heterogeneous, the study findings may serve a guide for further research on whether art creation functions possibly and ideally in intervention system for children with ASD and whether art education therapy as developments of historical creation may turn into practical intervention strategies.