An Assessment of Written Responses to Conflict Imagery by Northern Ireland Art and Non-Art Students

評估北愛爾蘭藝術系與非藝術系學生對「戰爭圖像」的書寫回應

馬丁福客(Martin Forker)

《臺北市立教育大學學報. 人文社會類》 39卷1期 (2008/05) Pp. 137-177

https://doi.org/10.6336/JUTh/2008.39(1)5

摘要

本論文使用Stavropoulos（1992）的分析工具檢視北愛爾蘭藝術系與非藝術系學生對一系列的戰爭圖像的書寫回應。Stavropoulos的研究中設計四個向度（描述、形式、詮釋、歷史）主要為藝術圖像分析提供一個更綜合、更能觀察細微差異的見解。對照於非藝術系的學生，藝術系的學生整體上的得分較高，或許這可解讀為他們的書寫資料有較多的特定基本知識。研究發現北愛爾蘭的藝術課程使用上較不注重「形式」和「歷史」這二向度，反而比較鼓勵學生做「描述」和「詮釋」的看法，此為一般傳統教學上不足之處。本論文提出另一個額外的第五向度「社會／心理向度」用以鑑定受北愛爾蘭戰爭影響的孩童之社會歸因以及其調適策略；特地以159個居住於貝爾法斯特（北愛爾蘭首都）戰爭地區的新教徒、天主教徒藝術系及非藝術系的中學生為對象檢視其社會歸因。結果顯示在孩童們的藝術書寫回應中出現許多的恐懼、傷害和損失的屬性。本文也對「外在團體／內在團體」、「宗教／意識形態支持」、「刻板印象」、「社會代表性」等相關主題做探討。研究中發現有些孩童顯然擁有某些類似於「政治的」才智，有些孩童使用調適策略生活在Rackstraw（2001）所謂的「理想化的世界」裡。以上討論的議題所顯現的跡象或許可說明這些孩童心理上的需求與其居住於,或接近於政治戰爭地區息息相關。

關鍵字

社會歸因 ； 調適策略 ； 外在團體／內在團體 ； 刻板印象 ； 理想化的世界

並列摘要

This study examines the written responses of art and non-art students in Northern Ireland to a series of images related to conflict using Stavropoulos' (1992) Diagnostic Profile (DP). Stavropoulos' instrument is primarily designed to offer a more complex and nuanced insight into the analysis of art images using four dimensions: descriptive, formal, interpretative, and historical. It is evident that even though the art students achieve overall higher scores than the non-art students, it might have been expected that they would have shown greater evidence of more specific knowledge-based elements in their accounts. This finding might imply that the delivery of the art curriculum in Northern Ireland pays insufficient attention to the formal and historical aspects of the subject, but rather has encouraged the students to rely on more descriptive and interpretative judgments which are insufficiently rooted in the formal traditions of the subject. This study also uses an additional fifth social/psychological dimension, developed by the present researcher, to identify the social attributions and coping strategies used by children affected by the conflict in Northern Ireland. Specifically, this study scrutinizes the social attributions of 159 Protestant and Catholic art and non-art high school students living in real conflict zones of Belfast. The findings suggest that there is a proliferation of fear, harm and loss attributions in the children's written responses. Related to this is the extent to which attributions reflecting outgroup/ingroup themes and issues related to religious/ideological support, stereotyping and social representation categorizations are also present. It is also apparent that some children possess something that is akin to a ”political” intelligence. The findings also imply that some children use coping strategies to live in what Rackstraw (2001) refers to as ”idealized worlds”. It may be that the evidence of these themes is related to psychological needs arising from living in, or being close to, areas of political conflict.

並列關鍵字

social attributions ； coping strategies ； outgroup/ingroup ； stereotyping ； idealized worlds

參考文獻

Forker, M.,Chang. M. J.(2007).The Use of a Diagnostic Profile of Art Understandings in the Assessment of Taiwanese Art Students' Written Responses to Chagall's 'The Birthday.National Taiwan University of Arts Journal.81,71-91.

Allport, G. W.(1954).The Nature of Prejudice.New York:Beacon Press.

Bandura, A.(1973).Aggression: A Social Learning Analysis.New Jersey:Prentice Hall.

Belter, R. W.,Shannon, M. P.,C. F. Saylor(Ed.)(1993).Children and Disasters.New York:Plenum.

Bernstein, B.(1972).Class, Codes and Control, Volume l: Theoretical Studies toward a Sociology of Language.London:Routledge & Kegan Paul.