視障者空間表現繪圖教學初探
Abstract
在明眼人的生活環境中，「圖像」隨處可見。「圖像」的特別之處在於可以跨越時空及國界，不論是遠古壁畫或是現代藝術畫作、又或者是兒童時期的塗鴉畫、信手拈來的速寫，都能讓旁觀者約略瞭解所表達的內容；「圖像」，它能跨越種種隔閡，不需透過解說，在第一眼就能知其所以然。圖像可以在畫面中呈現概念的同時，讓觀眾用自己的角度去詮釋、解讀，進一步延伸多種想法，也可以只單單傳遞一種訊息、概念。
視障兒童受限於視覺不便，平面圖像訊息的接收有相當大的難度，但卻不能因此否定視障孩子在繪畫方面不能有所發展。繪圖教學讓視障孩子在過程中感受明眼人的視覺經驗與繪畫策略。透過適性教學，本研究發現幾點現象：1. 適性教學的確能影響以及促進受試者之繪畫發展。2. 適當提供類似之感官經驗能協助視障孩子理解不容易觸及之事物。3. 立體物件依形狀之完整性給予拆解介紹，能促進視障學生對該物件的有更完整的認識。4. 透過適當之輔助工具能讓視障學生順利將立體物件轉化為平面圖像。5. 年齡的因素影響作業表現。6. 受試者情緒因素明顯影響作業表現。7. 良好的學習成效為學生帶來成就感。
We can find pictures everywhere in our surroundings. The special function of pictures is those can be realized easily whatever mural paintings of far back in history 、modern paintings、scrawling in childhood、sketching.. etc. Pictures can be easily understood without difficulty at the first sight. When the concept of the picture presents, people can explain by themselves, forming more thinking in their minds, or just accepting the concept. Although blind children are limited by their visual impairments so that they have many difficulties to accept information from pictures with plane surface, we can’t ignore the promotion of their drawing skill. After drawing training, blind children can realize the visual experience and drawing strategy from other people who do not blind. Through this training which is appropriate to these subjects, something revealed in this process: First, subjects can be truly promoted their drawing skill in this appropriate training; second, providing familiar sensory experience can help blind children to realize things that can’t touch easily; third, parting the 3-D object’s components which still had complete shape can help subjects understand stimulus more than before; forth, through supporting appropriate tools can improve subjects switched 3-D objects to 2-D images; fifth, the variable of age influenced representations; sixth, the variable of emotion influenced representations; seventh, fine learning results brought achievement to subjects.
We can find pictures everywhere in our surroundings. The special function of pictures is those can be realized easily whatever mural paintings of far back in history 、modern paintings、scrawling in childhood、sketching.. etc. Pictures can be easily understood without difficulty at the first sight. When the concept of the picture presents, people can explain by themselves, forming more thinking in their minds, or just accepting the concept. Although blind children are limited by their visual impairments so that they have many difficulties to accept information from pictures with plane surface, we can’t ignore the promotion of their drawing skill. After drawing training, blind children can realize the visual experience and drawing strategy from other people who do not blind. Through this training which is appropriate to these subjects, something revealed in this process: First, subjects can be truly promoted their drawing skill in this appropriate training; second, providing familiar sensory experience can help blind children to realize things that can’t touch easily; third, parting the 3-D object’s components which still had complete shape can help subjects understand stimulus more than before; forth, through supporting appropriate tools can improve subjects switched 3-D objects to 2-D images; fifth, the variable of age influenced representations; sixth, the variable of emotion influenced representations; seventh, fine learning results brought achievement to subjects.
Description
Keywords
視覺障礙, 繪圖教學, 空間表現, visual impaired, spatial representation, drawing training