客家文化融入視覺藝術課程之行動研究-----以台中縣東勢國中為例
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Date
2008
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摘要
本研究目的是以客家文化賦予傳統文化的意義，並配合九年一貫藝術與人文視覺藝術課程的素養能力指標規劃一個適合擁有客裔文化背景的國中視覺藝術課程，希望在同時兼顧歷程與創作表現下探討32名客裔族群國中階段學生對於視覺藝術的學習與課程應用的成效，並確立客裔族群認同客家文化的特性在東勢地區國中學生視覺藝術學習過程中的具體表徵及實踐價值。研究結果如下：
一、研究結果證實研究者所規劃之視覺藝術課程可實際應用於國中之教學情境，並能同時兼顧歷程與創作表現。
二、32名國中階段受試者經由8週之視覺藝術的學習課程後，客裔身分學生對客家文化有加深之實質效果，而非客裔身分學生對客家文化不但有更多的認知，且對客家文化之認同與尊重也相對提升。整體而言，視覺藝術的學習課程讓32名國中階段受試者對客家文化更加認同與認識。
三、學生在接受視覺藝術課程與參與客家慶典活動後，其作品由單調且抽象的圖案轉變成濃厚的客家文化色彩與更趨豐富之文化內涵。此外，學生不但將客家文化的認知表現於畫面中，更懂得利用色彩去呈現客家文化的特色。故本研究所設計之視覺藝術課程，不但統合學生對客家文化意涵之認知，更讓學生有能力以實作作品具體呈現客家族群之特色。
關鍵詞：視覺藝術、客家文化、行動研究
BSTRACT This study aims to design the visual art curriculum in junior high in a Hakka background by mixing the VA curriculum in Taiwan’s 9 years of mandatory schoolings and the traditional meanings Hakka culture has in Taiwan. Considering both past experiences and creation results, hopefully it can explore the 32 Hakka-orientated junior high schoolers’learning situation, thus establishing the facts and the symbols of culture recognition from Hakka groups in Dong Shin Junior High School. Here are the findings: 1. Judging from the results, we find it applicable to put the curriculum design into actual use, and at the same time express the past situations and the creation performance. 2. Through 8 weeks of learning, the examinees with a Hakka background seem more rooted in this culture of theirs, while examinees with non-Hakka background show higher understanding as well as respect for this culture. In general, the level of recognition is highly elevated. 3. After bathing themselves in VA curriculum and Hakka-related rituals, these examinees turn their originally monotonous and vague works into colorful ones with a richer and thicker Hakka flavor. Not only do they express this recognition in their pictures, they also learn to vividly present this image with colors. Therefore, the curriculum design in this study does combine all aspects of recognition out there students have for Hakka culture and also allow them to actually put these features back to life in their works.
BSTRACT This study aims to design the visual art curriculum in junior high in a Hakka background by mixing the VA curriculum in Taiwan’s 9 years of mandatory schoolings and the traditional meanings Hakka culture has in Taiwan. Considering both past experiences and creation results, hopefully it can explore the 32 Hakka-orientated junior high schoolers’learning situation, thus establishing the facts and the symbols of culture recognition from Hakka groups in Dong Shin Junior High School. Here are the findings: 1. Judging from the results, we find it applicable to put the curriculum design into actual use, and at the same time express the past situations and the creation performance. 2. Through 8 weeks of learning, the examinees with a Hakka background seem more rooted in this culture of theirs, while examinees with non-Hakka background show higher understanding as well as respect for this culture. In general, the level of recognition is highly elevated. 3. After bathing themselves in VA curriculum and Hakka-related rituals, these examinees turn their originally monotonous and vague works into colorful ones with a richer and thicker Hakka flavor. Not only do they express this recognition in their pictures, they also learn to vividly present this image with colors. Therefore, the curriculum design in this study does combine all aspects of recognition out there students have for Hakka culture and also allow them to actually put these features back to life in their works.
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視覺藝術, 客家文化, 行動研究