Coaching by Conceptual Focus: Problems, Solutions, and Tutored Images
Coaching by Conceptual Focus: Problems, Solutions, and Tutored Images
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通过概念焦点进行辅导：问题、解决方案和辅导图像
DOI：
10.2307/1320889
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发表时间：
1989
影响因子：
8.2
通讯作者：
J. C. Rush
中科院分区：
文献类型：
--
作者：
J. C. Rush
艺术的本质决定了视觉意象具有内在的逻辑性。许多艺术家认为创作艺术是一种解决问题的活动，即使解决问题的词汇和程序来自科学。当孩子们运用非语言的美学特性或概念来解决老师提出的艺术问题时，其结果被称为指导图像。当教师指定要解决的问题时，概念焦点或贯穿所有课程组成部分的一致性对学习至关重要。基于学科的艺术教育（DBAE）对艺术创作中问题解决的依赖表明，有必要扩展DBAE的内容-课程-背景理论基础，以包括第四个维度，称为教练，使用概念集中的教学来鼓励学生的艺术表达。许多艺术家将创作过程称为解决视觉或构图问题。在这个意义上，问题解决是在艺术形象的创造过程中，通过使用非语言概念来测试一个或多个美学假设。虽然成年艺术家设定并解决了自己的审美问题，但完成作品的观众可能不知道艺术家在作品从内部形象到外部形象的演变过程中感受到了什么挑战，或者他或她解决了什么困境。当儿童创造艺术形象时，他们能够像成年人一样解决美学问题。在解决美学问题时，儿童和成人都可以通过故意操纵非语言属性或概念（如线条、颜色、平衡和节奏）来表达情绪或想法，从而创造出传达意义的图像。这种知识性地使用美学特性来达到表达的目的，就是在下面讨论以概念为中心的艺术教学时所使用的艺术表达的定义。艺术表达与所谓的创造性自我表达有很大的不同，后者是过去40年艺术教育的主要目标。在创造性的自我表达中，“艺术被视为一种工具，用来发展被认为是每个孩子固有的创造力和[特质]表达能力”（Clark，Day，& Greer，1987，第133页）。在教学过程中解决问题可以让孩子们像艺术家一样表现力，也就是说，它可以让他们传达关于人类状况的信息，因为他们有意识地将语言的语法和句法融入他们的图像中
The nature of art suggests that visual imagery contains an internal logic. Many artists consider creating art to be a problem-solving activity even though the vocabulary and procedures of problem solving come from science. When children employ nonverbal aesthetic properties or concepts to solve artistic problems posed by teachers, the results are called tutored images. When a teacher designates problems to be solved, conceptual focus or consistency throughout all lesson components is essential to learning. The reliance of discipline-based art education (DBAE) on problem solving in art production suggests a need to extend DBAE's Content-Curriculum-Context theoretical base to include a fourth dimension called Coaching, the use of conceptually focused instruction to encourage students' artistic expression. Many artists refer to the creative process as the solving of visual or compositional problems. Problem solving in this sense is the testing of one or more aesthetic hypotheses by employing nonverbal concepts during the creation of an artistic image. Although adult artists set and solve their own aesthetic problems, viewers of the completed work may not know what challenges the artist perceived or what predicaments he or she resolved during the work's evolution from internal to external image. When children make artistic images, they are capable of solving aesthetic problems just as adults do. In solving aesthetic problems, both children and adults can create images that convey meaning by deliberately manipulating nonverbal properties or concepts such as line, color, balance, and rhythm to express moods or ideas. This knowledgeable use of aesthetic properties for expressive purpose is the definition of artistic expression used in the following discussion of conceptually focused art instruction. Artistic expression differs significantly from what is known as creative selfexpression, the dominant goal in art education during the last 40 years. In creative self-expression "art is seen as an instrument for developing what is assumed to be each child's inherent creativity and [idiosyncratic] expressive abilities" (Clark, Day, & Greer, 1987, p. 133). Problem solving during instruction allows children to be expressive in the same way that artists are, that is, it allows them to convey a message about the human condition because they knowingly incorporate in their images the grammar and syntax of the language