美術資優兒童與一般兒童繪畫表現之比較研究： 以兒童喜好物為例

Ａ Comparative Study of Artistically Talented Children and Reg-ular Children’s Drawing Performance: Taking Their Favorite Objects as an Example.

傅昱森(yu-sen Fu)

指導教授 ： 林仁傑

國立臺灣師範大學/藝術學院/美術學系/碩士(2013年)

摘要

資優是人類對於某人擁有超乎一般才能的尊稱，在美術領域中有許多才能特殊者被稱為資優兒童。在這些兒童的自傳與作品中，發現美術資優兒童的傑出表現並非全然與生俱來，個體的生活環境是一個當前資優教育所關切的重要因素。研究者體認到個體能否處在視覺文化環境刺激並長期關注視覺圖像亦是影響一位兒童繪畫能力表現好壞的主因。因此，研究美術班與普通班兒童繪畫表現與視覺環境刺激的彼此關聯，且比較兩群體的繪畫表現與視覺環境刺激的差異。以臺灣本島地區公立小學三年級與五年級兒童為研究對象，採隨機抽樣方式進行調查。探討不同年齡與性別的美術班與普通班兒童在喜好物視覺來源的選擇差異及視覺來源與繪畫表現之間的關係。研究結果顯示：
一、美術班兒童在喜好物繪畫表現優於普通班兒童。
二、不同年齡、性別、班級型態兒童在視覺刺激來源類型著迷度差異：（一）不同班級型態兒童在電視來源著迷度有顯著差異。（二）不同班級型態、性別、年齡兒童在圖畫書來源著迷度有顯著差異。（三）不同班級型態、性別、年齡兒童在玩具來源著迷度有顯著差異。（四）不同班級型態、性別兒童在電腦遊戲來源著迷度有顯著差異。
三、不同性別、班級型態兒童在繪畫學習行為有顯著差異。
四、不同性別、班級型態兒童在社會性支持度有顯著差異。
五、視覺環境因素對喜好物繪畫表現的預測情形：（一）繪畫學習行為高者，兒童喜好物繪畫表現愈好。（二）電腦遊戲來源著迷度低者，兒童喜好物繪畫表現愈好。
六、繪畫學習行為在視覺環境因素與喜好物繪畫表現關係之中介情形：（一）兒童對圖畫書著迷度高且繪畫學習行為高，則兒童喜好物繪畫表現好。（二）兒童對玩具著迷度高且繪畫學習行為高，則兒童喜好物繪畫表現好。（三）兒童的社會性支持度高且繪畫學習行為高，則兒童喜好物繪畫表現好。

關鍵字

美術資優兒童 ； 視覺文化喜好物 ； 繪畫表現

並列摘要

A prodigy refers to a person who possesses superior natural abilities compared to average people. Numerous children are perceived to be prodigious because of their special gifts in fine art. The autobiographies and works of these children have revealed that these outstanding artistic gifts are not entirely natural. Instead, an individual’s environment is crucial for the current education of gifted children. Researchers have recognized that whether an individual is exposed to a visually stimulating environment with long-term immersion in visual imagery may constitute a major factor that influences children’s performances in painting. Therefore, this study investigates the differences of performance in painting between children from an art class and those from a regular class, and how painting performances are related to envi-ronmental visual stimuli. The participants in this study are third-grade and fifth-grade stu-dents enlisted from public primary schools in Taiwan, and a random sampling survey tech-nique is used. Differences in visual sources, based on which children developed their choice of adored objects, between the children from the art class and those from the regular class are examined, with varying genders and ages being considered. In addition, the relationship be-tween visual source and painting performances is explored. The results indicate that:
1. Children from the art class outperformed their counterparts from the regular class in painting their adored objects.
2. There were differences of fascination with various sources of visual stimuli between chil-dren of various ages, genders, and class types:
(a) significant differences related to class were identified for the degree of fascination with TV-based visual sources. (b) Significant differences were identified between chil-dren of different class types, genders, and ages in the degree of fascination with picture book-based sources. (c) Significant differences were identified between children of dif-ferent class types, genders, and ages in the degree of fascination with toy-based sources. (d) Significant differences were identified between children of different class types and genders in the degree of fascination with digital game-based sources.
3. Significant differences were identified between children of different genders and class types in painting-related learning behaviors.
4. Significant differences were identified between children of different genders and class types regarding level of social support.
5. Predicted effects of environmental visual factors on performance of painting adored ob-jects: (a) Children with higher painting-related learning behaviors performed better. (b) Children with lower fascination on computer game-based sources performed better.
6. Mediating effects of painting-related learning behaviors in the relationship between envi-ronmental visual factors and performances of painting adored objects: (a) children dis-playing a higher degree of fascination with picture books and higher painting-related learning behaviors exhibited better performances painting adored objects. (B) Children displaying a higher degree of fascination with toys and higher painting-related learning behaviors exhibited performances painting adored objects. (C) Children with a higher de-gree of social support and higher painting-related learning behaviors exhibited better per-formances painting adored objects.

並列關鍵字

artistically prodigious children ； adored objects in a visual cultural context ； painting performance

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