藝術鑑賞對低視力青少年的口語表達及繪畫表現之影響

在目前視障教育中，對視障兒童的教育多以生活自理能力為主，相關研究及文獻則著重於改善低視力兒童的學習環境、方法及工具之探討；美術教育則多以手作為主，鮮少以圖像學習為主的繪畫活動。同時對於低視力青少年的藝術教育、藝術鑑賞相關研究及資料都十分缺乏，因此本研究將透過藝術鑑賞課程，研究觀察低視力青少年在課程前後口語表達能力、邏輯思考能力、繪畫表現及美感認知的改變，並將研究結果提供給相關教育者、家長、研究者等，做為未來研究及教育之參考與建議。本研究主要採用行動研究法（action research），在教學課程前安排前測，之後為課程施教，每次施教時間為兩個半小時，共計16週，教學課程分為兩階段，教學課程第一階段以繪畫課程為主，共7週，教學課程第二階段以藝術鑑賞課程為主，繪畫為輔，共9週。並在教學課程結束後安排後測，觀察此教學課程對參與者的影響。經教學觀察及研究結果分析後，本研究歸納出以下結論：一、藝術鑑賞有助於低視力青少年口語表達能力提升；二、藝術鑑賞有助於低視力青少年邏輯思考能力提升；三、藝術鑑賞使低視力青少年繪畫表現改變，包括：（1）更加注重構圖的安排；（2）作品更有故事性；（3）繪畫技法更多元；四、藝術鑑賞有助於低視力青少年美感認知提升；五、藝術鑑賞以角色扮演有助低視力青少年口語表達對自我要求提升。同時本研究也建議藝術教育者、後續研究者在低視力青少年的藝術課程中：一、在美術課程增加藝術鑑賞的內容，不因參與者視力限制而減少其觀賞畫作的機會；二、留意低視力參與者個別的觀畫限制，如同一幅畫作提供兩種大小尺寸，小尺寸畫作供參與者觀賞整體構圖，大尺寸畫作供參與者觀賞細節、提供明度較高的畫作、提供主題性明確的畫作，提供較寫實之畫作；三、適時的提供畫作資料、專業藝術相關知識的說明及補充，擴充參與者藝術相關知識；四、觀察低視力青少年的反常行為；五、留意低視力青少年的學習變化。

關鍵字

藝術鑑賞；低視力；口語表達能力；藝術教育；低視力青少年

並列摘要

The current education landscape for low vision students focuses mainly on self-care abilities, and related studies focus mostly on improving the learning environment, methods, and tools. Art education for students with low vision concentrates mostly on handwork while having few pictorial learning activities. Moreover, there has been a lack of research and information on art education and appreciation for adolescents with low vision. Therefore, this study aims to observe and compare the change in oral expression, logical thinking, and drawing performance skills in adolescents with low vision prior and after art appreciation and drawing courses. This study adopted action research – A pre-test is conducted prior to the courses, followed by a post-test after to measure the impact of the courses on its participants. The courses, divided into two stages, spanned 16 weeks with each lasting two and a half hours. The first stage (seven weeks) focused on drawing skills whereas the second (nine weeks) centered on art appreciation, supplemented by drawing. After observation and analysis, this study concludes the following: 1. Art appreciation improves the oral ability of adolescents with low vision; 2. Art appreciation improves the logical reasoning of adolescents with low vision ; 3. Art appreciation changes the drawing performance of adolescents with low vision, including: (1) higher level of attention to pictorial composition; (2) clearer storytelling in artworks; (3) More diverse drawing techniques utilized; 5. Art appreciation through roleplay improves self-demand of the adolescents with low vision. It is worthy of future researchers and educators to: 1. Expand the content of art appreciation;2. Pay attention to the individual vision limits of participants and optimize the viewing process through providing (1) two sizes of the same drawings – a smaller drawing for viewing composition, and a larger one to observe details; (2) drawings with higher brightness; (3) drawings with clearer themes; (4) drawings that are more realistic; 3. Provide timely information and supplemental professional knowledge on drawings; 4. Observe abnormal behaviors in participants; 5. Observe the changes in the learning of adolescents with low vision.

並列關鍵字

art appreciation ； low vision ； oral expression skills ； art education ； adolescents with low vision

參考文獻

林雅容（2009）。自我認同形塑之初探：青少年、角色扮演與線上遊戲。資訊社會研究，16，197-229。

陳坤虎、雷庚玲、吳英璋（2005）。不同階段青少年之自我認同內容及危機探索之發展差異。中華心理學刊，47（3），249-268。

Alter-Muri, S. B. (2017). Art education and art therapy strategies for Autism spectrum disorder students. Art Education, 70(5), 20-25.

Google Scholar

Althouse, R., Johnson, M. H. & Mitchell, S. T. (2003). The colors of Learning: Integrating the Visual Arts into the Early Childhood Curriculum. Columbia University: Teachers College.

Google Scholar

Arnett, J. J. (1999). Adolescent Storm and Stress, Reconsidered. American Psychologist, 54(5), 317-326.

Google Scholar

國際替代計量

藝術鑑賞對低視力青少年的口語表達及繪畫表現之影響

全文下載

主題瀏覽