探究創意與靈感啟發的教育：從文字到設計的教學實踐

Approaches to creativity and inspirational education: From character to design practice

鄭月秀(Giffen Yueh-Hsiu Cheng)

設計方法 ； 新詩創作 ； 靈感啟發 ； 藝術融入教育 ； Design Method ； free verse creation ； inspirationallearning ； art-infused curriculum

藝術學報

98期（2016 / 04 / 01）

85 - 116

英文

本研究以「詩中詩創作法」作為任務達成的手法，融入AA科技大學(代稱)的「設計方法」課程，修課同學共同進行「詩中詩」非線性文本的集體創作，並以此文本做為學科本位課程的靈感和創意啟發元素，在學期結束時，以專業科目中的藝術形式表現出來，主要探討「詩中詩創作法」對於學生創意啟發訓練的影響與表現。本研究將課堂成果的分析著重於心理活動和表現活動2個教學階段，並從眾多的作品走向和風格中歸納出「文意鏡射的創意挑戰」、「精湛到位的創意修飾」、「轉借情緒的創作」、「沿著文字天馬行空的設計」、「詩意化的設計」和「趣味輕設計」等六個創作特性。根據問卷與課堂成果的綜合分析結果發現，詩中詩有利靈感激盪與關聯性創作的培養，視覺詩有效遞減創作構想的障礙，而詩意化的輕設計成品是本計畫產出的優勢。根據研究過程和結果的觀察分析，提出以下3點建議，希冀有助未來他人應用此法導入課程時的規劃考量：1.遊戲性有助於靈感的開發。2.詩意化有助於美學能力的培養。3.集體與分享激勵了創作能量。

This study begins from the perspective of arts-infused curriculum and the concept of integrating the 'poetry within poetry' method with the artistic expression of collective creation. Students enrolled in the course were required to collectively complete poems within poems before grafting the creative inspiration of the completed work using subject-based curriculum, regarding it as an element of inspired creativity, and merging it into a design method course. The analysis of course achievement in this study focused on two of the teaching stages, the psychological activity and the presentation activity. From the various trends and styles of the numerous pieces, this paper generalized six features of creativity: contextually reflective creative challenge, excellent and appropriate creative modification, emotion-transferring creation, unrestrained design extending from the text, poetic design, and fun and light design. In conclusion, the incorporation of poetry within poetry for the development of a course for the development of inspiration and creativity succeeded in arousing student interest in creative works and stimulating creative associations. This study also found that the poetry within poetry composition stage was beneficial to inspirational brainstorming as well as the cultivation of associative creation, the composition of visual poetry helped participants to remove mental blocks by moving from text symbols through visual concepts to extend the range of solutions for design problems. Due to the limitations imposed by textual and poetic characteristics, this study proposed that this method has the advantage of generating products with poetic /light designs. According to the results and observations during this study, we present the following three suggestions to assist in future applications of this approach to the planning of curriculum: a). Gameplay provides inspiration. B) Poetry assists in the cultivation of aesthetic skills. c) Collectivity and sharing stimulates creative energy.

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