國中學生「影像。詩」視覺藝術課程對視覺藝術低成就學生的學習成效之探究
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2013
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本研究之宗旨，在於探究視覺藝術低成就學生思考練習之成效。研究的對象以三位視覺藝術低成就學生為主，規劃「影像。詩」實作課程，課程設計以相機為教學媒材。先由學生自行拍攝攝影作品，接著將攝影作品經由學生個人詮釋，輔以心智圖的創意思考教學，最後將相片搭配文字書寫出小品文或詩歌體文章。將藝術創作的技巧性門檻降低，藉由學生自行拍攝的相片誘發學生思考影像的意義與內容的詮釋。引導學生對於自身所處環境的感受或內在情感的抒發。在研究過程當中，以個案研究來觀察這一個教學活動的設計思維。對視覺藝術學習低成就學生是否因為能夠掌握拍照技巧，以及攝影媒材操作的熟悉，對影像的後設敘述思維多了思考的主動性。利用學生對相片內容的詮釋過程，運用學習單所留下的文字與個案訪談紀錄，輔以全班的問卷調查等相關性資料，導引「影像。詩」實作課程對視覺藝術低成就學生的思考練習。本研究針對視覺藝術低成就學生的學習成效深入分析與了解，讓視覺藝術教師在課程設計上，對視覺藝術低成就學生有深度資料可用於輔助課程設計，也期待教育工作者更加重視低成就學生的學習需求。經過一年的研究結果歸納如下：
一、以攝影課程引起動機，促使三位個案喜愛「影像。詩」主題課程。
二、透過攝影構圖的學習，學生開始拓展觀看世界的視野。
三、經由心智圖教學引導，可以連結照片與三位個案學生的生命經驗。
四、「影像。詩」創作經驗，能夠提升學生對於影像的解讀能力。
The aim of this study is to explore the effectiveness on underachievers’ visual art practice thinking. The object of study in three main visual arts underachievers. Planning "images, Poem" implemented curriculum, camera as teaching media in this designed course. Photographs were first taken by the students themselves. Next, the photographic works were interpreted by students themselves, supplemented the students with creative mind mapping teaching. Finally, added with the writing article of essays or poems. Lowering the threshold of the artistic skill induce students to think about the meaning and content of image interpretation by the students’ own photos. Guide the students to express their feeling or inner emotions for their own environment. In the research process, observe the design thought of the teaching activities. On learning low achievement in Visual Arts students to master the photo tips, and be familiar with photographic media operations, after the description of the image thinking initiative. Use of the student's interpretation process for photo content, the writing and case interview record, supplemented by the class questionnaires related information, guidance "Images& Poetry" practical course in the visual arts underachievers thinking exercises. In this study, the visual arts underachievers' learning in-depth analysis and this helps the art teachers in the curriculum design, low-achieving students in the visual arts have in-depth information can assist curriculum design, but also look forward to educators pay more attention on underachievers learning needs. After a year of research, results are summarized as follows: 1. Motivated students with photography,prompted three cases like 'image& poetry 'theme courses. 2. Through the learning of photographic composition, students started to expand the vision of the world. 3. By the way of the mind mapping teaching guide, the three students can link the image with their life experiences. 4. 'Image & poetry” courses improve students ' reading capabilities for images.
The aim of this study is to explore the effectiveness on underachievers’ visual art practice thinking. The object of study in three main visual arts underachievers. Planning "images, Poem" implemented curriculum, camera as teaching media in this designed course. Photographs were first taken by the students themselves. Next, the photographic works were interpreted by students themselves, supplemented the students with creative mind mapping teaching. Finally, added with the writing article of essays or poems. Lowering the threshold of the artistic skill induce students to think about the meaning and content of image interpretation by the students’ own photos. Guide the students to express their feeling or inner emotions for their own environment. In the research process, observe the design thought of the teaching activities. On learning low achievement in Visual Arts students to master the photo tips, and be familiar with photographic media operations, after the description of the image thinking initiative. Use of the student's interpretation process for photo content, the writing and case interview record, supplemented by the class questionnaires related information, guidance "Images& Poetry" practical course in the visual arts underachievers thinking exercises. In this study, the visual arts underachievers' learning in-depth analysis and this helps the art teachers in the curriculum design, low-achieving students in the visual arts have in-depth information can assist curriculum design, but also look forward to educators pay more attention on underachievers learning needs. After a year of research, results are summarized as follows: 1. Motivated students with photography,prompted three cases like 'image& poetry 'theme courses. 2. Through the learning of photographic composition, students started to expand the vision of the world. 3. By the way of the mind mapping teaching guide, the three students can link the image with their life experiences. 4. 'Image & poetry” courses improve students ' reading capabilities for images.
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「影像。詩」, 視覺藝術低成就學生, 思考練習, "Image & poetry", visual arts underachievers, thinking exercise