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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/17662

Title: 以「在地文化」為主題之設計創作教學研究
A Pedagogical Study of Local Culture as a Subject for Design Creation Education
Authors: 謝修璟;李靜芳
Contributors: 美術學系
Keywords: 在地文化;設計創作教育
Local culture;Design creation education
Date: 2013-04
Issue Date: 2013-12-03T05:12:03Z
Publisher: 臺灣藝術大學
Abstract: 研究者們任教於大學美術與設計類料,在教學現場發現當下許多學生熱烈地接受並認同日、韓、歐美的消費流行文化,反而忽略了自身所處的在地文化之價值。因此,我們認為可以透過藝術設計教育去推動文化認同的議題;從全球化視覺文化的諸多觀點,引導學生進行反思並認同在地文化。本研究採質性的研究方法,以學生訪談、課堂創作觀察、及學生作品與教學相關文件徵集等方法來收集並分析研究資料。目的是為:一、研擬「在地文化」為主題之設計創作教學的策略。二、探討以「在地文化」為主題之設計創作教學實施的優勢與過程中會面臨的挑戰,三、提出以「在地文化」為主題之設計創作教學反省與建議。結論中指出以「在地文化」為主題之設計創作教學策略有其成效性及可行性,並提出如下建議:一、適度調整設計教學時間規劃,以確認學生學習之完整度。二、建立跨科際之統整性流程導向設計教學策略有其必要性。三、發現學生以在地文化為主題之設計創作大多止於形似法及直喻法的應用,需要更聚焦於操作形式與內涵層次融入文化價值觀或行為模式,讓文化精神內涵融入設計,以帶給使用者更有意義及更愉悅的使用經驗。四、設計教育者要持續觀察文化現象,並習得設計統整流程模式,以促進設計教育未來推動在地文化認同上的影響力。而本研究之重要性在於鼓勵學生重新認識自身所處的在地文化之美與特色,提升學生融入文化元素與內涵於創意設計表現之能力,透過嶄新的設計手法與傳遞媒介,推動並創新在地文化的價值;另外透過教學策略的規劃與實施,建立一個設計創作教育統整體系,以提供從事設計教育相關研究者教學實施及設計師實務設計的參考。
In the globalization of visual culture, most Taiwanese students enthusiastically accept and consume the popular cultures of Japan, Korea, the United States, and others while ignoring the value of their own local culture. Therefore as design educators it is necessary to remind Taiwanese students of this phenomenon and to encourage them to understand and cherish their own culture. In this case study of our local cultural design class, we applied qualitative methods to analyze and collect data from our teaching practices and our students' feedback and design works, using interviews, observations, and documents collected. This research aims to offer college art education teachers some reflections in the context of the globalization of visual culture and to analyze the significance of valuing local culture in design education with a global context. It also proposes pedagogies and strategies for a curriculum on local cultural design creation. Further, it discusses the advantages of this content for design education and the challenges and difficulties of implementing the proposed pedagogical practices. A reflection on whole class teaching, in terms of pedagogy, problem-solving methods, and the teaching process will be discussed and introduced. The study will be concluded as following: (a) the duration of the teaching curriculum requires to be modified to ensure the learnability of the students; (b) it is essential to develop and establish a strategy for cross-field design creation curriculum; (c) most students use cultural similes and icon transformation methods, while in practice more methods could be applied to appropriately incorporate cultural factors to facilitate effective communication and improve the users' experiences; and (d) design educators need to continue observing the evolution of culture and to comprehend the model of an integrated design process in order to enhance the influence of the identification of local culture through design education. In short, the contributions of this research are (a) to encourage students to recognize their own cultural aesthetic, and to improve their capability of integrating cultural factors into design thinking, practical design developing process, and design skill; (b) to innovate and recreate the value of traditional culture; and (c) to establish a systematic pedagogical approach and model that can be a valuable reference for other art and design educators.
Relation: 藝術學報:表演類(革新版), 92: 115-142
Appears in Collections:[美術學系] 期刊論文

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