高中「藝術生活」教科書之視覺文化

本文以布赫迪厄(Bourdieu)反思社會學理論，針對普通高中「藝術生活–視覺應用藝術」教科書內容共計十六個圖像，就其「視覺文化」(Visual Culture)象徵意涵及其觀看實踐(practices of looking)，深入探討觀看實踐與文化脈絡的相關聯繫。提出「藝術生活」課綱強調之「視覺與生活」、「視覺與傳播」、「視覺與環境」以及「視覺與文化」等主題之視覺文化內涵，與觀看者(spectator)之間的互動關係。研究確認觀看者「慣習」與「文化資本」，於特定場域之社會實踐，乃是支持詮釋者觀看文化圖像的基礎，同時亦影響「觀看」圖像的觀注、內在心理動機與詮釋圖像意涵的「品味」差異。研究以布赫迪厄社會學的論點為學理基礎，透過「慣習」、「文化資本」、「場域」、「實踐」與「文化再製」等論點，藉由「文化詮釋」方式，探索教科書視覺藝術圖像之視覺文化，以及文化議題範疇。就其所屬之文化脈絡，深入解析行動者的觀看實踐。觀看視覺藝術的審美觀感，皆來自於個人品味，而品味的形塑，是來自於行動場域中的文化學習。行動者習常生活的文化學習形塑持久活絡的慣習，在場域進行文化資本再製的同時，將觀看的實踐，納入自身的反思實踐當中。支配觀看實踐的感知系統、創造藝術身體以及更新視覺觀注焦點，進而將區隔落實於場域中，推動權力機制運作與意識形態複製等，融入自身場域之文化再製實踐中。因此，考量高中「藝術生活」教學目標與能力指標要旨，透過圖像探索「藝術生活」涉及領域，視覺文化圖像脈絡指涉之「視覺文化議題」，作為教師詮釋視覺圖像的特定語言與觀看實踐的參考，得以引導高中生思考作品(物)與自身(人)與環境(空間)之間的關係，理解作品的文化脈絡與其文化意涵與生命間的聯繫，進而獲得辨識自我概念與形塑自身生命脈絡的基礎。

關鍵字

布赫迪厄；藝術生活；視覺文化；觀看方式；視覺藝術；圖像；符號

並列摘要

This article has based on the reflexive sociology theory by Bourdieu, with its focus on the content of the textbook “Life of Arts –Application Arts of Vision” from grammar high school, with a total of 16 images. It will conduct, with its emphasis on the symbolic connotation and practices of looking of “Visual Culture”, in-depth investigation to observe the relationship and connection between its practices of looking and cultural network. Then, it will put forth curriculum outline on “life of arts” placing stress on themes as “life of art,””vision and life,””vision and communication,” “vision and environment,” and “vision and culture” regarding connotation of “visual culture,” and also the relationship of mutual interaction to spectators. The study will confirm habitus and cultural capital of spectator, while social practice at specific field will be of the foundation in support of interpreting spectator in looking cultural image. Besides, it will also affect the observation of image looking, motive of internal psychology, and difference interpreting taste of image connotation. This study will base on the perspective of sociology by Bourdieu, and it will, through the viewpoints of habitus, cultural capital, field, practice, and cultural reproduction, to conduct through cultural interpretation as it investigates “visual culture” artistic image of textbook and its cope of cultural issues. Then, it will, with its affiliated cultural network, penetrate profoundly in to looking practice of spectator. As a matter of fact, the aesthetic senses with looking art has, in all, originated from the personal taste, while the shaping of taste can be tracked back to cultural learning of action field. Actor will, with their cultural learning with habitual life, shape up their perennial habitus, and embrace practice of looking into their own reflexive practice at the same time when cultural capital is reproduced in the field. As such, the perception system, creation of artistic body, and the focus of renewed vision perspective that manipulate practices of looking will, further, segregation realized within field, thus facilitating power mechanism operation reproduction of ideology as to blend the practice of cultural reproduction of their own field. Therefore, the teaching objective and gist of competence index for “life of arts” in senior high school will take, through the issues of image making exploration with domain involved for “life of arts,” and “visual culture” indicated in image network of visual culture, as the reference of specific language and practice of “looking” with regard to interpretation by teacher for visual image. Hence, teachers can then lead senior high school students to deliberate the relationship between the work (object) to their life (man) and environment (space) so as to understand the cultural network of works and its connection to the cultural connotation and life. Consequently, they can obtain their own self-concept and formulate the foundation that shapes up their life network.