回收媒材搞創意：媒材探索與兒童創造力之研究

Recycled Materials into Art：An Exploration in Materials and Children’s Creativity

郭盈均(Ying-Chun Kuo)

指導教授 ： 吳岱融

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所/碩士(2016年)

摘要

因應全球趨勢與產業結構改變，創造力是當前極為重要的教育議題之一，藝術教育作為理性與感性兼具的美感教育，不僅能敏銳我們的感知，更被視為最能啟發創造力的學科。傳統美術教室中強調技法訓練，但過度追求技法的同時，可能減低了創新靈感的來源；而許多研究亦指出創造力是可以透過後天學習並培育的，且若能從小開始培養，將有益於日後創造力的發展。有鑑於此，本研究藉由視覺藝術教育課程培養學童創造力，透過課程內容與教學策略，進一步瞭解創造力教學如何在藝術教育中被應用，以提昇學童的創造力。
本研究之研究對象為國小之中高年級學生，透過「動物總動員」工作坊設計，以回收媒材進行540分鐘的視覺藝術教學實踐，並結合情境展示活動。課程中將讓研究對象思考、解決回收媒材如何再利用的問題，並體會生活中創造力之所在。而本研究設計之課程將配合多元歷程的評量，從多方資料的蒐集如動態或靜態影像、工作坊觀察省思札記與協同教學教師所填寫之「教學檢核表」等資料，進行教師端課程檢討與修正；從學習單、學生作品、故事、課程觀察等面向，並自編「創造力共識評量表」客觀評量學童端的課程表現。最後，整理分析「學習自我評量表與回饋」與訪談資料，了解學童對課程的想法與困難點，總體評估此媒材探索課程對創造力培養的成效。
本研究之結論與發現如後，首先，視覺藝術之創造力教學可善用創造力發想歷程之準備期、醞釀暨豁朗期、驗證期與實踐期等四階段性歷程設計藝術課程內容，並加以運用創意思考策略以激發學童創造力；其次，研究者發現教師提供開放、活潑的課堂環境，有助於提升學童創造力表現，而學童接觸多元媒材並可自由運用時，也有助於提升其創造潛能與學習興趣；最後，在視覺藝術之創造力教學中，教學者應多方面收集學習檔案，以更宏觀地了解學童整體創造力之歷程表現。

關鍵字

創造力、媒材探索、藝術教育、回收媒材

並列摘要

In response to the global trend and industrial structure change, creativity is regarded as one of the noticeable educational issues. Art education, as aesthetic education embracing rationality and sensibility, hones our perception and is considered to be a creativity-inspiring subject. Techniques are emphasized in the traditional art classroom, leading to the pursuit of techniques and the decreasing of inspiration sources. Given that the child’s creativity is nurtured in the early years, many studies indicate that creativity can be learned and fostered, allowing it to flourish. In the light of this, this study promotes children’s creativity through visual art education courses and investigates how the creative instruction is implemented in the art education to boost school-aged children’s creativity.
By means of designing Animals United workshop, the participants of the study, higher-grade students in the primary school, utilize recycled materials to conduct a 540-minute pedagogical praxis on visual art education and combine the context to demonstrate the activity. The course enables participants to contemplate and solve the question about how to use recycled materials, a way to experience creativity in real life. The designed course with multiple assessments in the study performs the examination and correction on the teacher’s course instruction through multiple data collection such as dynamic or static images, teacher’s reflective journals and the teaching evaluation checklist from the collaborative teacher. The students’ performance on the course are objectively evaluated from worksheets, works, stories, class observation and self-complied consensual assessment checklist. The final step is to sort out and analyze the data from learning self-assessment and interviews to realize the students’ opinions and difficulties in the course for the overall evaluation on how the material-exploring course effects the development in creativity.
The conclusions and findings of the study are as follows: 1). The creative instruction of art education can utilize four stages of the creative process — preparation, incubation, illumination, and verification— to design art courses and employ the creative strategies to boost school-aged children’s creativity. 2). researches find that school-aged children’s creativity performance benefit from the open and vivid classroom atmosphere built by teachers. Allowed to use the multiple materials, school-aged children raise the creative potentials and learning motivations. 3). As for the creative instruction of art education, teachers should collect learning portfolios from different aspects and widely recognize the whole creativity performance for school-aged children.

並列關鍵字

creativity, material exploration, art education, recycled materials

參考文獻

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