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研究生:游君如
研究生(外文):Chun-Ju Yu
論文名稱:多元文化與藝術教育-以藝術品中的文化多元議題為例
論文名稱(外文):A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art Education
指導教授:郭禎祥郭禎祥引用關係
指導教授(外文):Ann C. S. Kuo
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:藝術教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2001
畢業學年度:89
語文別:中文
論文頁數:215
中文關鍵詞:文化多元文化文化認同藝術藝術教育
外文關鍵詞:culturemulticulturalismcultural indentityartart education
相關次數:
  • 被引用被引用:26
  • 點閱點閱:1793
  • 評分評分:
  • 下載下載:279
  • 收藏至我的研究室書目清單書目收藏:11
摘 要
科技的快速發展,縮短了不同國家與民族之間的距離,不同文化的風土民情在接觸中不斷地進行交流影響。語言是其溝通的主要媒介,然而藝術卻能直接由藝術品的呈現傳達其文化的精粹。
台灣,所處的地理位置與政治、經濟環境,從古至今一直受其他國家所關注;不同的文化在不同的時期傳入台灣,但因政治或其他因素干涉而僅呈「單一文化」的假象。
如今到了二十一世紀,教育的發展離不開所屬的文化與社會,更不能背離全球教育的發展趨勢。多元文化觀的藝術教育即是為因應變化中的多元社會而日漸受到重視。
從英、美及日本各國的藝術教育改革過程中,可見到多元文化觀藝術教育的一些重點,不論是在「對不同種族學生教育課程的觀念」或是建立「藝術種類無高低評價之差」的心態。
在台灣地區眾多藝術作品中,隱涵呈現不少多元文化精神的作品,但因國人對多元文化的概念普遍不足,而長期忽略這些作品的涵義。文中將印象派以來,多元文化對作品的影響為例,對作品的表達形式、內容與意義作一分析,使多元文化觀的藝術教育能更具體表現本土性與符合國際精神。
Abstract
The speedy development of technology shorten the distances between countries and nations. The continuous influences happen when two different cultures contact with each other. Though language is the main medium for communication, but through art, it transmits us the cultural essences and meanwhile brings us much more impact than language in the communication.
Owing to the particular geographic location and political- economic environment, Taiwan receives notices highly from other countries and areas all the time. For the reason, many different cultures influence the cultures in Taiwan every period. But owing to the political and other interferences, the culture here in Taiwan presents a pseudo single-culture phenomenon.
Till the twenty-first century nowadays, the development of education can’t detach from its own culture and society, more than that, we can’t ignore the developing tendency of nowadays globalized education either. Only through practicing multi- cultural education, then we can face the changes from the diversities of our society.
From the educational reform processions happened in England, America, and Japan, we understand that some essential points about multiculturalism in art education. They are “the need to have different and suitable curricula for the student from different nations and culture backgrounds”, ”the need to learn visual literacy”, “the need to appreciate every kind of art presentation without certain prejudices”.
In Taiwan, we own many good art works with the confect of cultural diversity. But the public themselves can’t possess the knowing of multicultural concept, the inner meaning of these artworks are ignored. Though my thesis, I take the works with multicultural impacts for examples. These works are from the impressionism period to the contemporary. From analyzing the form, contents, and meanings of these works, I found that the right position between globalization and localization in multicultural art education.
目 次
第一章 緒論
第一節研究動機與目的-------------------------------------1
第二節研究方法與步驟-------------------------------------4
第三節名詞解釋----------------------------------------------6
第四節研究範圍與限制------------------------------------12
第二章 多元文化教育的理論基礎與發展
第一節多元文化的意義------------------------------------13
第二節多元文化教育---------------------------------------29
第三節 不同國家的發展情況------------------------------51
第三章 多元文化觀的藝術教育
第一節藝術與「文化」「社會」及「教育」的關係---87
第二節藝術教育的重要性---------------------------------92
第三節多元文化觀的藝術教育--------------------------108
第四節各國多元文化觀藝術教育改革情形---------------113
第四章 台灣的藝術教育
第一節台灣多元文化的本質-----------------------------131
第二節台灣藝術教育的施行狀況-----------------------135
第五章 藝術作品的多元文化表現
第一節藝術品---------------------------------------------148
第二節十九世紀末歐洲畫壇的多元主義風潮-------------------155
第三節「高更在多元文化影響下思想表達」相關的課程設計-----164
第四節「鹽月桃甫在台作品的多元文化表現」為例的課程設計---173
第六章 結論與建議
第一節結論-----------------------------------------------183
第二節建議-----------------------------------------------186
參考文獻----------------------------------------------------187
圖 版-----------------------------------------------------219
圖 目 錄
圖1-2-1藝術教育與多元文化研究大綱架------------------5
圖2-2-1多元文化觀------------------------------------------33
圖2-2-2人格影響來源---------------------------------------36
圖2-3-1多元文化教育的類型-------------------------------52
圖3-2-1藝術的內容------------------------------------------92
圖3-2-2馬斯洛需求階段-------------------------------------93
圖3-3-1傑利訶的「 梅杜薩之筏」--------------------圖版 1
圖3-3-2馬奈的「奧林比亞」-------------------------圖版 1
圖4-2-1九年一貫課程基本理念架------------------------143
圖4-2-2課程統整概念圖-----------------------------------144
圖4-2-3藝術與人文領域課程綱要結構圖---------------145
圖5-2-1惠斯勒的「瓷國之姬」----------------------圖版 2
圖5-2-2a,b惠斯勒的「巴塔西古橋」------------------圖版 3
圖5-2-3a,b莫內的「睡蓮池塘」---------------------圖版 4
圖5-2-4a,b梵谷的「梅樹開花」----------------------圖版 5
圖5-2-5a,b賽尚的「浴女們」-------------------------圖版 6
圖5-2-6a,b高更的「佈道後的幻覺」----------------圖版 7
圖5-2-7a,b克林姆的「茱迪斯Ⅱ」-------------------圖版 8
圖5-2-8,5-2-8a,b畢卡索的「亞威農的姑娘」------圖版 9
圖5-2-9克瓦比那•格耶度的「升起的願望」------圖版10
圖5-2-10a,b馬蒂斯的「摩爾屏風」-----------------圖版11
圖5-2-11a,b高更的「塔馬泰特」--------------------圖版12
圖5-2-12a,b弗雷哥納德的「秋千」-----------------圖版13
圖5-2-13a,b杜皮的「無題」-------------------------圖版14
圖5-2-14a,b蘇拉奇的「繪畫」-----------------------圖版15
圖5-2-15a,b米羅的「藍色圖騰」--------------------圖版16
圖5-3-1高更的「我們來自何處?我們是什麼人?
我們往何處去?」----------------------------圖版17
圖5-4-1鹽月桃甫的「母」----------------------------圖版18
表 目 錄
表2-3-1英國少數族群人口概要----------------------------54
表2-3-2英國少數族群人口及其比例----------------------55
表2-3-3各族群失業率---------------------------------------58
表3-2-1DBAE美術創作領域之課程模式---------------102
表3-2-2 DBAE美術批評領域之課程模式---------------103
表3-2-3 DBAE美術史領域之課程模式------------------104
表3-2-4 DBAE美術領域之課程模式---------------------105
表3-4-1日本藝術教育的國際觀點階段目標------------128
表4-2-1國民小學美術科課程標準教學目標------------139
表5-1-1密勒(Mittler)的「兩階八步美術鑑賞策略」------154
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