本研究運用行動研究法,從觀察與省思的角度出發,記錄創作者個人針對多義圖形研究及探討其設計方法的整個歷程。首先,分別從觀者分析與創作者設計創作的觀點,探討多義圖形可能的設計方法。前者,透過分析大量多義圖形,得到五種多義圖形類型:一、同形異象。二、圖地反轉。三、平面的視覺焦點轉移。四、平面與立體空間的錯覺。五、平面或立體拼湊式。後者,從媒材探索和設計元素「線、面、點」論述其與多義圖形之間可能的連結,以及多義圖形可能的設計方法;結果發現,當媒材的變化性較高時,就愈可能成就「多義」的圖像;透過察覺與省思個人與所繪線條之間的互動關係,發現所繪線條在紙上界定出來的空間,時而具象,時而抽象,創作者個人在繪畫線條時也不斷地因應這個時而抽象、時而具象的特質做出反應,此特質可能是圖形之所以「多義」的原因之一;而「面」、「點」與「線」之間多樣的互動關係,也使圖形「多義」的可能性增加。 關於多義圖形的設計歷程,本研究分為二類:一是透過實作與觀察來取得多義圖像或多義圖形的設計靈感,二是先構思想像可能的多義表現方式,再透過實際操作來檢視構思的可行性,若有必要再做進一步的修正。本研究發現:構思多義圖形時的思維脈絡,與多義圖形的視覺呈現結果之間,有著不必然的因果關係,主要的決定因素是中間的實踐過程,如媒材、技法的選擇應用等。在多義圖形構思方向上,本研究整理提出:一、同形異義。二、立基於同義的異象。三、異形結合以創造新圖像、新意義。四、將時空變數納入考量的多義現象。綜合比對與歸納前述的觀者分析結果與創作者構思創作多義圖形的結果,認為多義圖形的類型應增加同義異象。 最後,將結果應用於兒童圖畫書創作中,發現多義圖形對圖畫書創作而言,可以是主導的,其特質足以建構或影響圖畫書主題內容;也可以是依附的,迎合先有的內容主題。可見多義圖形可以用來表現各種不同主題的圖畫書,故多義圖形應用於兒童圖畫書的潛力是無限的。
This study aimed to discover the design method of ambiguous figure and apply it to create children’s picture books. The research methods included literary review and picture analysis to realize the meaning of ambiguous figure and its expression types, and the result concluded five types of ambiguous figures: the same shape/image within two or more meanings, the same picture but different visual point different image, a major image consisting of many minor images, figure-ground picture, and picture within visual illusion. Action research was conducted to know the creative process in designing ambiguous figures; the result suggests two main ambiguous figure designing process: first, to gain the ambiguous image or inspiration from observing surroundings as a spectator but not a creator, and then connect the ambiguous images to meaningful shapes or objects. Second, to decide two different images or meanings first, then design a figure that could express these two images by adjusting the shape to a much more “ambiguous” figure. Finally, this study applied those findings mentioned to complete four children’s picture books with the expression of ambiguous figure, and found that the characteristics of ambiguous figure could not only be dominant to construct the contents of picture books, but also be subordinate to different content picture books. Therefore, this study concluded that the value of applying ambiguous figure to picture books is positive.
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