視覺藝術 ↔ 通識教育科

(1)

視覺藝術 ↔ 通識教育科

沐恩中學孔雪兒

(2)

個人學習歷程

• 視覺美術科主任 + 助理訓導主任

– 學生如何有效地學習美術 (知識技能+興趣)

– 老師如何有系統地教學 (課程編排+教學法+評估)

• 初中通識教育科老師 (自2000-)

– 思考方法 / 教學方法

• 教師專業培訓 (04-06)

– 全校技能導向學習 / 工作坊 / skill menu

• 課程發展主任 / 通識教育科主任(2006)

– 全校課程規劃

(3)

個人學習歷程

視覺美術科多年的經驗

- 沒有課本

- 自編課程 (目的 / 活動 / 評估…)

《學會學習》

藝術教育文件 2000 附錄4 共通能力的教學示例

- 創造力 / 批判性思考能力 - 解決問題能力

- 協作能力

(4)

視覺藝術科課程指引：宗旨

• 擴展學生以視覺為主的感官，美感和藝術經驗

•

Intrinsic Value

豐富美感和藝術經驗

-美感經驗 -藝術語言 -表現技巧

• 透過評賞和創作，發展學生視覺認知、共通能力和後設認知

• 透過自主和開放式探究藝術的學習過程，

發展感知能力、共通能力，以及後設認知能力

Extrinsic Value -

思考方法

-共通能力 -後設認知

(5)

通識教育科：課程宗旨

(b) 從不同情境中…. 作

多角度思考

(d) 培養與終身學習有關的能力，

包括：批判性思考能力、創造力、解決問題能力、溝通能力和運用資訊科技能力

(e) 在多元社會中

欣賞

和

尊重

不同的文化和觀點…

(6)

Multiple Perspectives 多角度思考

評賞藝術作品

(7)

Modern Art Movement

Artist used different ways to express themselves

– Did not use traditional elements

– Experimented with modern concepts

and materials

(8)

Modern Art Movement

1. Impressionism 印象主義 2. Pointillism 點描派

3. Fauvism 野獸派

4. Expressionism 表現主義 5. Cubism 立體主義

6. Futurism 未來主義

7. Surrealism 超現實主義 8. Pop Art 普普藝術

(9)

Different Approaches

Emotions / Feelings

Fauvism

Expressionism

Edvard Munch

Rational / Analytical

Impressionism Cubism

Futurism

Picasso

(10)

靈活處理畫面空間：

靈活地構圖，突破自然限制

西方：表現視覺邏輯運用一點透視

强調事物間的比例東方：運用散點透視

(11)

Multiple Perspectives

Master of organic Architecture

–relationship between the site and the

building and the needs of the client

Nature's organic shapes

Sagrada Familia Barcelona 1884-1926 Antoni Gaudí.

“Falling Water” house. USA 1935-39 Frank Lloyd Wright.

(12)

Visualization 視像化

• Fantasise and imagine,

“See” things in the “mind’s eye”, Mentally manipulate images and ideas

《學會學習》藝術教育文件 2000

(13)

Analogical thinking 類比思考

• Borrow ideas from one context and use them in another

• Borrow the solution to a

problem and transfer it to another

(14)

Sydney Opera House Australia, 1957

Joern Utzon, Danish

•The architect says his design was inspired by the simple act of peeling an orange; the 14 shells of the buildings, if combined, would form a perfect sphere.

Internationally, the Sydney Opera House

is the most recognized symbol of Sydney

(15)

Transformation 轉換

• Adapt something to a new use

• To “see” new meanings and new application

• Change an object or idea into another

(16)

Louvre Pyramid, ^{Paris 1989}

I.M.Pei, 貝聿銘

Re-energized the Louvre Museum

Uniting ancient forms, modern materials (Glass) and a revered site

(17)

Generic Skills 共通能力

藝術創作

(18)

Part Two: Portfolio

• Draft and idea development - ability to select,

research, evaluate and explore visual and other source materials to generate and develop ideas for

independent work

• ability to select and apply techniques in a range of media

• ability to apply visual elements and principles to realise aesthetic/design intentions

• ability to express visual ideas with fluency and imagination to achieve an individual style

• ability to express a clear message of the them

• ability to construct a completed work as a whole and to solve problem in the completed work

Communication

Problem Solving Creative thinking Critical thinking

Creative thinking Self management

Generic Skills 共通能力

(19)

Analytical Mind 分析能力

評賞藝術作品

(20)

Art Appreciation

•Protect the environment

•Anger, Happiness…

•Idea / feelings

Message

•Line, shape, form, color, texture

•Scale, Movement Balance, Rhythm..

•Flat, Gradation

Heavy brushstrokes, …

•Steel, wood, Chinese Ink,

Knowledge

•Visual elements

•Design principles Skill

•Techniques Media &

Materials

Use of

knowledge and skill

media and materials

•People,objects

•Scene

•Things shown

Subject Matter

Starry Night

Sky, Cloud, Trees Night scene

Thick curves Bright colors

Rhythmic movement Heavy Brushstrokes Strong passion to life

(21)

Art Elements used

Art

Nouveau Bauhaus

Curved lines, Oval form Elegant

Classical style

Straight line, Geometric form Simplified

Modern style

(22)

Critical thinking 批判思考能力

藝術創作

(23)

Is this Art?

What is“Art”?

The Fountain, 1917

Marcel Duchump

(24)

Christo & Jeanne-Claude ^Bulgarian Public Art

wrapping of the Reichstag in Berlin 1995

Running Fence.

1972-76

(25)

Junior Form

Generic Skills

Creative thinking / Critical thinking

Collaboration

(26)

Name Design / Re-design

• Choose any name you like

– People / company / product / movie ….

• Define the characteristics

– Ideas & feelings

• Select appropriate visual elements to

express the characteristics

(27)

Name Design

• Name: 周星馳

• Characteristics:

– Famous comedian – Playful / humorous

• Visual elements used:

– Thin line

– Triangular form

– Use many colors

(28)

Name Design

• Name:魯迅

• Characteristics:

– Famous writer – Tough

• Visual elements used:

– Thick line

– Rectangular shape

• Associate a pen

– Black & White color

(29)

Original Design

• Name: Lego

• Nature: Toys

• Target client: Kids

• Visual elements used:

– Curved line / Thick line – Round shape

– White in red

• Characteristics :

– Funny / happy

(30)

New Design

• Name: Lego

• Nature: Toys

• Target client: Kids

• Visual elements used:

– Straight line / Thick line – Square form

– Bright colors

• Characteristics :

– Easy to construct

(31)

•Show the characteristics of the thing • ComplicatedÆ Simple • Free shapeÆ Geometric

Simplify the chosen landmark

(32)

(33)

Senior Form

Generic Skills

Creative thinking / Critical thinking

Problem Solving / Self Management

(34)

Theme

Assigned by teacher Topic / title

Defined by students

(35)

Define aims and purposes

(36)

Idea generating: Mind Map

(37)

Idea generating: 6W

(38)

Idea generating: visual data research

Idea developing

Frequent self review Finished artwork

Self evaluation • Review learning process

• Personal opinion

– feelings

– achievement – difficulties

• Suggestions for

improvement

(39)

中六學生對學習的反思

• 自訂題目→ 為題目找合適的表現方法

– 把題目作多角度思考，作多角度詮釋、不斷嘗試各種表現方法 (濶度)

– 過程中不斷改良修正 (深度)

• 搜集 / 篩選 / 運用資料

– 分析評賞能力

• 記錄反思整個歷程 Journaling

– 明白了解自己，把抽象思維具體地清晰地呈現

自主性學習

Self regulated learning

擁有感

Ownership

(40)

Metacognition 後設認知

藝術創作

(41)

Process

• Define aims & purpose

• Generate ideas

– From observation, experience, memory, imagination, environments….

• Develop ideas

– Search and process visual information – Manipulate visual knowledge

• Explore alternatives

– re-composing

– different combinations

• Evaluate alternatives

– based on aims, purposes, aesthetic logic and design principles

(42)

創作歷程 1. 確定目標及目的

2. 運用觀察、經驗、記憶及想像力以及從大自然、

人為環境、物件等引發意念

3. 通過搜尋及處理視覺資訊以及根據美學邏輯及組織原理，視覺元素來引發意念

4. 根據目標及目的、美學邏輯、組織原理等去評價其他表現方式

議題探究 1. 決定議題

2. 考慮議題所涉及的範圍 3. 搜集及輸入資料

4. 組織資料 5. 分析資料

6. 審查可能產生的結果 7. 對可實行的結果作出判

斷

8. 制定計劃以重新審視判

掌握操控整個創作歷程斷

↕

Metacognition 後設認知