儿童绘画中的艺术符号研究

发布时间：2018-05-31 22:29

本文选题：儿童 + 绘画　；参考：《首都师范大学》2013年硕士论文

【摘要】：早在古希腊时期,希波克拉底就提出了“符号”,而实际上“艺术符号”的存在则更是久远,西方旧石器时代的洞穴画中动物的抽象、概念化、简洁的线条及中国新石器时代随陶罐而出的变化规律的原始纹样,无一不表明了“艺术符号”早在人类“文明”之前就已出现。然而,在当下视觉文化为主流的信息社会,所谓的“艺术符号”也面临着一种泛化及低智化的窘境。所以,卡西尔的“人作为符号的动物生活在这个符号化的世界之中”该使我们更为做醒,即将目光转向“这个符号世界的创造过程及意义”及“人与艺术符号的关系”。因此,笔者将如此宏大的问题着陆在了儿童的绘画上。当儿童在执笔初期,用画笔下的不规则线条及稚拙的形状来表现那些意义同构体或形式同构体的事物时,这个小小身影及其作品的魅力足以令万千艺术大师折服。倘使我们要去探索儿童的绘画世界,窥探其心理世界,了解他们以培养其艺术表现能力,进而促进他们人格的统整,那么这一切,要从发现和研究儿童绘画中的艺术符号开始。关于儿童的绘画表现特点,我们往往求助于皮亚杰的儿童认知发展理论和罗恩菲德等人关于儿童美术发展水平的阶段理论。然而,当下美术教师对儿童不同阶段的绘画特点并不了解,但倘使我们以理论先行的姿态去观察和理解2-12岁的儿童绘画时,结果有时又并不如意。这使美术教师及教育学者陷入了两难之地：儿童绘画是连续性发展还是跳跃性发展?在儿童绘画中出现的艺术符号其特征及意义是什么?前者并非本文的重点,笔者无意颠覆以往儿童绘画发展水平理论,因事实证明关于这个“发展史”的问题各家的理论都精彩纷呈且相互补充,只是在社会环境及艺术文化与西方迥异的中国,儿童创作的艺术符号与西方儿童并不相同——本文对于本土文化差异的论述意图在此；后者则是本文的主要研究目的：探索处在不同认知阶段的儿童(本文针对2-12岁)的绘画中的艺术符号之表现及再生过程。旨在运用语词、语义、语用的符号维度去发现这些令人惊叹的艺术符号的意义,从而令成人对儿童的美术指导不仅能“胸中有丘壑”,更是要与儿童一起进行“创造与心智的成长”——在儿童的艺术符号和儿童将绘画世界艺术符号化的过程中去聆听和感受儿童的艺术符号的创造,促进儿童人格的统整。
[Abstract]:As early as ancient Greece, Hippocrates put forward the "symbol", but in fact, the existence of "artistic symbol" is even more ancient, Western Paleolithic cave painting in the animal abstraction, conceptualization, The succinct lines and the original patterns of the changing law of the Chinese Neolithic Age with the pottery pots all show that the "artistic symbols" appeared long before the "civilization" of human beings. However, in the current information society where visual culture is the mainstream, the so-called "artistic symbols" are also faced with a generalized and low-intelligent dilemma. Therefore, Cassier's "the animal living as a symbol in this symbolic world" should make us more awake and turn our attention to "the process and significance of the creation of this symbolic world" and "the relationship between man and artistic symbols". Therefore, the author of such a grand problem landed on the children's painting. When children use irregular lines and childish shapes under brushes in the early stages of writing to express things that have meaning isomorphism or formal isomorphism, this little figure and its works are attractive enough to dissuade thousands of masters of art. If we want to explore the painting world of children, explore their psychological world, understand them in order to cultivate their artistic expression ability, and then promote the unification of their personality, then we should begin with the discovery and study of the artistic symbols in children's paintings. With regard to the characteristics of children's painting, we often turn to Piaget's theory of children's cognitive development and Rohnfield's theory of stage of children's art development. However, current art teachers do not understand the characteristics of children's painting in different stages. However, if we observe and understand the painting of children aged 2-12 in a theoretical manner, the results are sometimes unsatisfactory. This makes art teachers and educators into a dilemma: is children's painting a continuous development or a leaping development? What are the characteristics and significance of artistic symbols in children's paintings? The former is not the focus of this paper, the author has no intention of subverting the theory of the development level of children's painting in the past, because facts have proved that the theories on this "history of development" are colorful and complementary. Only in China, where the social environment and art culture are very different from those in the West, the artistic symbols created by children are not the same as those of western children. The latter is the main purpose of this paper: to explore the representation and regeneration process of artistic symbols in children at different cognitive stages (2-12 years old). The purpose of this paper is to use the symbolic dimensions of words, semantics and pragmatics to find out the meaning of these amazing artistic symbols, so that adult art guidance to children can not only "have a mound in the chest". It is also necessary to work with children to "create and grow up the mind"-to listen to and feel the creation of children's artistic symbols in the process of children's artistic symbols and the process of children's symbolization of painting world art, and to promote the unification of children's personality.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：J219

【引证文献】