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1 Focus Issue Visual Culture in Mr. Higgins Fifth Grade Art Classroom / Kryssi STAIKIDIS Associate Professor of Art Education, Adelphi University, USA / Shei-chau WANG Visiting Associate Professor of Art Education, Northern Illinois University, USA 30

2 Freedman, 2003, p. 2 Duncum, 2002, p. 103 Freedman, 2003, p. 1 Duncum, 2002, p. 103 Bill Higgins Freedman 2003 Teaching Visual Culture Duncum, 2002 Freedman 2001, p. 4 Duncum 2002, p Shor, JOURNAL OF AESTHETIC EDUCATION, NO

3 Focus Issue Terry Barretts 1997 Looking and Talking About Student Art pair share Marcel Duchamp Jasper Johns David Hammons Freedman Ballentine Ale Jessica 12 The Simpsons Homer 1 Niraj 11 1 Jessica LeBlanc K. Staikidis 2 Niraj Mesai K. Staikidis 3 Dominique Andrews K. Staikidis 32

4 2 Dominique 11 M & M Bratz 3 Miriam 11 4 Alexander /11 9/11 Melanie Miriam Quintana K. Staikidis 5 Alexander Mulford K. Staikidis 6 Melanie Aubert 9/11 K. Staikidis 158 JOURNAL OF AESTHETIC EDUCATION, NO

5 Focus Issue Wilson 1974 J. C. Holz p. 4 Wilson Travis 12 Hatim 11 Wilson 1974 p. 7 Wilson Alex 12 34

6 從這段談話中看到孩子輕鬆地描述自己想要做的藝術創作並且逐步地去實現幻想世界中的景象教師在這裡是機會製造者讓孩子們的遊戲心情與藝術學習融在一起雖然Wilson 1974 認為將學校中的美術教學有別於兒童喜愛的藝術活動此為成人世界中的二分法希老師的學生中也有人發現正式的美術課和午間繪畫班是不同的後者是沒有規則而且他們可畫他們所想畫的但是學生們覺得處在兩種學習場域都沒有壓力可以很自在地進行藝術活動這種教室經營方式已改變了二分法的概念結語若分析希老師的藝術課可以發現正式的美術課是有系統的課程包含較多成人所設定的教育價值午間繪畫班比較隨興但融入許多孩子們的喜愛的題材與想法不過這樣的區別並未影響到學生學習藝術的興致與品質學生從正規課中學到分析與判斷藝術的能力這些能力則幫助他們在午間遨遊在漫畫書的世界裡當學生創造自己作品中的角色時他們會以複雜的推敲辯證的手法賦予各個角色有意義的性格和反映社會現狀的特質在希老師的案例中他引進視覺文化的觀念關心孩子們當今生活的世界並讓學生的意見能夠反映在課程發展之中大多數的學生都將他們喜愛的電視電影漫畫和電玩等聲光媒體的內容與經驗帶到正式與非正式的美術課堂上因此學生們喜愛這兩種美術課也各有不同的理由喜愛它們希老師的視覺文化教學設計上有兩條脈絡一是教師導向另一是學生導向但是兩者有共通點藝術創作是在表達意義 meaning 一位學生 Melanie就表示在創作時我最喜歡的一件事就是感受到自己做出來的東西是具有意義的正因為如此希老師的兩種美術課無形中就串聯起來學生在任一種藝術環境中都在學東西也做許多有意義的創作而且他們也逐漸將視覺的敏銳觸角伸展到課堂以外的視界也使看的意義拓展開來譯者註本文原收錄於美術教室中的視覺文化 Visual Culture in the Art Class: Case Studies 一書經作者與出版者同意後譯成中文發表 This article is reprinted from Visual Culture in the Art Class: Case Studies edited by Paul Duncum, pp with permission from The National Art Education Association, copyright 作者電子信箱參考文獻 Barrett, T. (1997). Talking about student art. Worcester: Davis Publications. Duncum, P. (2002). Clarifying visual culture art education. Art Education, 55 (3), Duncum, P. (2001). Visual Culture: Developments, definitions, and directions for art education. Studies in Art Education, 42 (2), Freedman, K. (2003). Teaching Visual Culture. New York: Teachers College Press. Freedman, K. (2001). How do we understand art? : Aesthetics and the problem of meaning in the curriculum, in Duncum, P. & Bracey, T. (eds.), On knowing: Art and visual culture. Christchurch, New Zealand: Canterbury University Press. Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago Press. Wilson, B. (1974). The superheroes of J. C. Holtz. Art Education, 27 (6), 2-9. 美育第158期 JOURNAL OF AESTHETIC EDUCATION, NO

(mass media) Sturken & Cartwright (Sturken & Cartwright, 2001, pp.81-82) 1 (Barnard, 1998) Stuart Hall(1993) Jewels of the Art World 56 57

Why Shall We Need to Teach the Visual Culture? Yu-Chun CHEN John Berger(1974) (Ways of seeing) (signifier) (signified) (Hall, 1973) (mass media) Sturken & Cartwright (Sturken & Cartwright, 2001, pp.81-82)