藝術作品的詮釋
─ 以背景脈絡觀點為考量詮釋作品的研究
摘要
許多藝術教育工作者都同意當今藝術教育思潮的轉變就是現代主義到後現代主義思考方向的改變。藝術教育工作者應注重培養學生解釋藝術作品與其背景脈絡的關係，亦即從較低層次辨認風格到解釋風格較高層次技巧的轉變，這種更高層次的理解就是藝術史學家所研究的歷史的、文化的、背景脈絡的解釋。
因此，本研究之目的在配合當代藝術教育潮流，並且考量國內有關藝術鑑賞在藝術作品解釋研究的缺乏，在取樣265名樣本後，研究結果如下：
1.整體看來，高中2年級的學生在三種不同觀念類別的解釋次數百分比均高於國中2年級與國小5年級的學生，而國中2年級的學生則高於國小5年級的學生。
2.從各年級對三幅畫在三種觀點的解釋次數累計中觀察，國小5年級的學生對寫實性作品(圖一與圖二)的觀點次數累計較多於抽象性作品(圖三)，顯示國小5年級的學生受作品喜好的影響，至於國中2年級與高中二年級的學生較不受到作品風格的影響，似較能接納多元的作品來為藝術作品作解釋。
3.從統計資料中顯示，性別並不影響藝術作品在各觀念類別的解釋，顯示男生與女生在解釋藝術作品的類別觀念傾向上趨於一致。
4.在未來實施美術教育的建議方面：國小5年級的學生多偏向於以藝術家的觀點來解適作品，因此可提供教師在未來的課程設計上應注重培養學生在面對藝術作品時也能提出解釋，即使是多數的學生僅能以藝術家的觀點來為作品做解釋。
5.發展一種統合其他學科的藝術課程能提供解釋所必須的脈絡背景知識，可以使學生在解釋藝術作品的內容上呈現更豐富多元的訊息，讓學生不只能運用歷史知識，也能結合社會、文化、經濟、地理、政治，甚至人類學、生態學等背景知識來解釋作品。

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