个体艺术智能的发生研究

发布时间：2018-04-30 13:40

本文选题：艺术发生学 + 艺术智能　；参考：《东南大学》2006年博士论文

【摘要】： 到目前为止,在思考艺术的发生问题时,我们每每习惯追溯到原始艺术那里。拉斯科山洞岩壁上的野牛、新石器时代的陶盆,似乎是我们总也绕不过去的话题。但艺术智能概念的提出,从艺术发生动力学的切入角度,使我们关注到艺术的发生与人类个体的成长、发展之间的关系,从而使艺术发生问题的讨论更具有现实意义和普遍意义。艺术智能,作为一个概念被经常提及,与多元智能理论的风行不无关系。不过,在多元智能理论的框架下,它并不是一个严格意义上的学术名词。而历史上的另一些学者,虽然没有运用“艺术智能”这种表述,却基于对艺术的开放性的认识,认为确实存在这样一种智能:人们通过选择、组织媒介物(而不是通过言语或文字),表达自己的主观感受和情绪,发表对生活的看法、显示对生活的态度。本文正是在对艺术智能这一概念的辨析中,首先廓清了我们对它的理解。 “智能”概念本身同时暗含着双层意义:一、任何智能都不是抽象的,必然要以某种具体的形式体现出来;二、无论是何种智能,必然有一个从无到有、由弱到强的发展过程。本文依据这两条线索结构了全文。一方面,艺术智能必将以某种具体的艺术活动的面目展现出来,早期的艺术智能表现为幼儿有意识的涂鸦,以及具有交流性质的哼唱等等。另一方面,艺术智能有一个成长的过程。它最初表现在幼儿的艺术活动中,并在持续的类似活动中得到加强,但随着儿童的逐步社会化,艺术智能不再表现得生机勃勃,在通常情况下,从此步入了发展的停滞状态。而在相对少数的人那里,它却实现了从“U形”谷底的第二次发展。我们正是以这样两条线索呈现了对于“艺术智能”的理解。在行文当中,我们把儿童的艺术智能称为“早期艺术智能”,这是对“早期教育”概念的效仿,以便突出我们对于个体艺术智能的发展表现出的关注。随后,我们涉及了早期艺术教育的现实,因为“教育”被我们认为是突破“U形”曲线瓶颈的关键所在。根据实地考察和调研,我们发现:甚至在先进的教育理念已经被接受的情况下,积习还是难于松动、改变。当然,在我国幼儿教师负荷过重,也是造成早期艺术教育难以达到理想效果的重要原因之一。我们提出了早期艺术教育中具有普遍、典型意义的两种消极现象,并对比呈现了艺术教育史中相对应的积极实践,从而结合现实进一步明确了我们的观点。最后,我们谈到了心目中早期艺术教育的理想状态。它既涉及笔者在一家韩国幼儿园为期一个月的兼职,与在本地几所幼儿园的考察、调研的所见所闻进行的对比与总结,也涉及与第二章中“想象性游戏”相呼应的,对于发挥其教育价值的思索。并强调指出:成人的作用是儿童成长环境中的关键性因素,这一作用的良好发挥甚至能起到点石成金的作用。
[Abstract]:So far, when we think about what happens to art, we often go back to the original art. The bison on the rock wall of Rasco Cave, the Neolithic pottery basin, seems to be a topic we can never get around. But the concept of art intelligence, from the angle of the dynamics of art occurrence, makes us pay attention to the relationship between the occurrence of art and the growth and development of human beings. In order to make the discussion of artistic problems more practical and universal significance. Artistic intelligence, as a concept is often mentioned, and the popularity of the theory of multiple intelligences. However, within the framework of multiple intelligences, it is not a strictly academic term. Other scholars in history, though not using the expression "artistic intelligence," are based on an understanding of the openness of art that there is a kind of intelligence: people choose through choice. Organize media (not through words or words) to express their subjective feelings and emotions, express their views on life, and show their attitude towards life. In the analysis of the concept of art intelligence, this paper first clarifies our understanding of art intelligence. The concept of "intelligence" itself implies double meanings at the same time: first, any intelligence is not abstract, it must be embodied in some concrete form; second, no matter what kind of intelligence, there must be a process of development from nothing to existence, from weakness to strength. Based on these two clues, this paper gives the full text. On the one hand, art intelligence will be displayed as a specific art activity, the early art intelligence will be manifested in the children's conscious graffiti, as well as the humming with the nature of communication and so on. On the other hand, artistic intelligence has a growing process. It was initially manifested in the artistic activities of young children and was strengthened in the continuous similar activities, but with the gradual socialization of children, artistic intelligence is no longer alive, and in general, it has stepped into a stagnant state of development. In a relatively small number of people, it has achieved a second development from the bottom of the U-shaped valley. It is with these two clues that we present our understanding of artistic intelligence. In the writing, we call children's artistic intelligence "early artistic intelligence", which is a imitation of the concept of "early education" in order to highlight our concern for the development of individual artistic intelligence. Later, we deal with the reality of early art education, because education is considered to be the key to breaking through the "U" curve bottleneck. According to the field investigation and research, we find that even when advanced educational concepts have been accepted, it is difficult to loosen and change the habit. Of course, the overloading of preschool teachers in our country is one of the important reasons why early art education is difficult to achieve ideal results. We put forward two kinds of negative phenomena in the early art education, which have universal and typical meaning, and compare and present the corresponding positive practice in the history of art education, so as to further clarify our point of view in combination with the reality. Finally, we talk about the ideal state of early art education. It not only involves the author's one-month part-time job in a Korean kindergarten, but also the comparison and summary between the author's observation and investigation in several local kindergartens, and the "imaginative game" in chapter two. Thinking about giving play to its educational value. It is emphasized that the role of adults is the key factor in children's development environment, and the good play of this role can even play a role of turning stone into gold.
【学位授予单位】：东南大学
【学位级别】：博士
【学位授予年份】：2006
【分类号】：J0-05

【引证文献】