A Study on Factors in Influencing Elementary School Students’ Drawing Toward Imitation

• Main Author: 吳婉舒
• Other Authors: 陳瓊花
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/53067984740040527003

碩士 === 國立臺灣師範大學 === 美術研究所 === 90 === The purpose of this study is to understand third graders’ attitudes and behavior toward imitating in classroom drawing. This research assess the differences in the subjects’ attitudes and behavior toward imitating under three conditions: that the instructor gave demonstrations and encouraged imitating, that the instructor gave demonstrations but did not encourage imitating, and that the instructor did not give demonstrations. The subjects of this research were third graders from hung-shan Elementary School in Taoyuan City. Data were collected and observations were made during each testing session. The data were then analyzed to compare the differences in the subjects’ attitudes toward imitating and in their imitational behavior in various testing circumstances. The results of this study are as follows: 1. If the instructor offered demonstrations and encouraged imitating, the demonstrations would become the students’ major objects of imitation and the students tended to have a positive attitude toward imitating. By contrast, when the instructor did not encourage imitating, the number of students imitating the instructor’s demonstrations decreased and the students tend to have a negative attitude toward imitating. 2. In classroom settings, whether or not the instructor gave demonstrations or encouraged imitating, the students’ major objects of imitation were their own ideas rather than others’. Imagination was the most important reference during the painting process. Therefore, painting could be seen as an activity with high level of independence. 3. There may be gap between the students’ attitudes toward imitating and their imitational behavior. When the students tried to meet the instructor’s expectations, their painting behavior might not correspond to their attitudes toward imitating. 4. Capabilities in painting seemed to have no obvious impact on the students’ imitational behavior. However, students who are less gifted in painting were less responsive to the instructor’s messages and slower in making reactions than students gifted in painting. According to the findings mentioned above, several suggestions regarding practical work of art education are made: (1) properly employ imitation as a method of learning, (2) offer a learning environment with multiple sources for imitating, (3) clarify the instructor’s own attitudes toward imitating, and (4) use imitation as a basis for creativity.