Children's and Adolescent's Conceptions in Describing, Preferring, and Judging a Work of Art

兒童與青少年在描述，表示喜好，和判斷一件藝術作品時的觀念傾向

10.6210/JNTNULL.1998.43(2).01

陳瓊花(Jo Chiung-Hua Chen)

美術教育 ； 審美教育 ； 審美推理 ； 審美技巧 ； 審美概念 ； Art education ； Aesthetic education ； Aesthetic reasoning ； Aesthetic skill ； Aesthetic concept

師大學報：人文與社會科學類

43卷2期（1998 / 10 / 01）

1 - 19

英文

本研究之目的在於探討不同年級層的兒童與青少年：（1）如何描述一件藝術作品，（2）陳述其個人喜好時的態度，（3）判斷一件藝術作品的標準，（4）表示喜好與判斷一件藝術作品時的差異。研究樣本取自參與美國伊利諾大學，美術與設計學系所設週末美術班的一般地區學校學生二十四位，包括三、五、七年級，和美術與設計學系的學生。每一年級階層各六位，男女各半。研究結果指出審美技巧涵蓋從簡單的描述視覺性的審美客體之構成要素，而至於辨識這些要素間的關係，再至於解釋整體品質的特色。當描述，表示喜好，和判斷同一件藝術作品時，不同年級的學生展現不同的審美技巧和概念。當描述一件作品時，三、五年級者傾向於述說題材，在七年級時有所轉變，對於形式特質和表現性的描述，隨年級的增長而增多。當表示個人喜好時，對於三年級者題材和色彩是主要因素，五年級者著重色彩，七年級者要求作品的表現性，大學生則側重表現性與設計。當評價作品時，三年級者依據題材，五年級者為色彩，而七年級和大學生主要依據技術與表現性。在表示喜好和評價時，除了推理上的差異外，也顯示出在選擇上的不一致。甚至小學三年級的學生可以區別對於其個人喜好與評價藝術作品時的理由差異。不同的問題導至學生對於同一件藝術作品不同的回應。藉以引導學生進行作品反應的問題，會影響學生所作評論的類型。

The objective of this paper is to explore how children and adolescents of different grade levels: 1) describe a work of art, 2) the manners in which they state their preferences, 3) what kind of criteria they use for judging a work of art, 4.) the differences between the preferences and judgments they made in responding to a work of art. Twenty-four subjects were randomly selected from third, fifth, and seventh grade students who attend an art school program at the University of Illinois, and college-level students of art and design at the University of Illinois. Half of the students in each group are girls, and half are boys. The data was collected in February, 1996. Each subject was requested to respond to a one of Chagall’s paintings, the ”Portrait of Vava” by answering three structured interview questions. The findings indicate that the aesthetic reasoning range from simply describing the components of a visual aesthetic object to discerning the relations among components, and further to interpreting the characters of overall quality. Students of each grade level present different aesthetic skills and concepts in describing, interpreting, and evaluating a work of art. Both third and fifth graders tend to identify subject matters when describing a work of art. This trend shifted at seventh grade level. The description of formal property and expressiveness of a picture increase along with grade levels. When students state their preferences about a work of art, third graders focus on the color and subject matter, fifth graders put emphasis on the color, and seventh graders demand the expression of a picture. As to the college students, they depend on the expression and design. For judging a work of art, third graders count on subject matter, and fifth graders rely on color. The expression and technique are equally important at both seventh graders and college students. Except reasoning, there were some disparities of children’s voting between preference and judgment. Even children in the third grade can differentiate the reasons for their personal preferences and evaluating a work of art. Questions used to solicit the responses influenced the type of comments the subject made. The specific changes of responding to the work of art may emerge when questions are posed differently.

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