教導先天全盲兒童自由繪畫之可行性-以台灣十歲全盲兒童為例

Abstract

伊彬（2011）2008年開始探討繪畫教育的介入對盲人的影響為何，其研究團隊（伊彬、徐春江，2008；伊彬、鄭素靜，2010；伊彬、張婉琪，2011；伊彬、張婉琪，2014）發現盲人經由適當的繪畫教育，繪畫表現與尚未接受教育前相比有顯著的進步。台灣地區的全盲兒童因視覺限制大多未接觸畫筆或繪畫等美術教育，本研究期望藉由特殊的教學設計，讓台灣全盲兒童不依靠繪畫輔助道具（如：直尺、幾何造型版），藉由自由繪畫表達情意、紀錄心境，同時增加與明眼人溝通的途徑。本研究以兩名年齡10歲的國小三年級全盲兒童為對象，採用一對一、每堂45分鐘、每週一次共計16堂（一學期）的教學長度。經由特殊設計之繪畫課程，初期教學內容包含對平面定位、形狀描繪等學習活動，教導全盲兒童如何將空間中不同排列的立體物件在二維平面中呈現，進而探討全盲兒童自由繪畫的可行性。研究結果顯示：（一）台灣十歲全盲兒童藉由適性的繪畫教學過程可以進行繪畫活動；（二）經由特殊設計課程可讓台灣十歲全盲兒童清楚轉換二維平面及三維空間；（三）藉由適性的教學台灣十歲全盲兒童可以發展自由繪畫並呈現個人風格。研究結果發現，教導台灣十歲全盲兒童自由繪畫的限制與影響因素為：（一）繪畫主題及內容須符合研究對象的認知發展；（二）繪畫表現與研究對象的情緒反應相對應；（三）繪畫學習頻率會影響研究對象的學習成效。伊彬（2011）has begun to study the influence on the blind after they receive drawing education and its research team（伊彬、徐春江，2008；伊彬、鄭素靜，2010；伊彬、張婉琪，2011；伊彬、張婉琪，2014）finds out that the blind make remarkable progress after receiving drawing education. Most of the blind children in Taiwan have never used painting pens or had arts education such as drawing because of visual limitations. Therefore, this study has an expectation that with the help of special instruction design, the blind children don’t need to depend on assistant tools like rulers, geometric modeling boards and so on and they can express emotions through free drawing and have a way to communicate with the ordinary people. The study case is the two ten-year-old blind third graders in elementary school, and the course includes sixteen 45-minute lessons every week for a semester, which are implemented by one-to-one teaching. The lesson plan focuses on the teaching methods, which use the sense of touch to replace the right angle projection. In addition, the special-designed painting lessons aim at teaching the blind children to present the differently arrayed 3D stuff on the two-dimensional surface, and include the activities like orientations of planes and delineations of shapes. The study shows that (1) the ten-year-old blind children can do a drawing by adaptive teaching drawing procedures; (2) the ten-year-old blind children in Taiwan can transform two-dimensional plane and 3D space through special-design courses ; (3) the ten-year-old blind children in Taiwan can develop free drawing and present personal style. The study indicates that the limitations and influential factors are (1) the drawing topic and the content should match the subjects’ cognitive development; (2) Drawing performances correspond with subjects’ emotional reactions; (3) the frequency of learning drawing has influence on the subjects’ learning outcome.