國民中小學九年一貫藝術與人文學習領域教科書性別意識形態之研究--以視覺藝術範畴為例--

• Main Authors: Liu Jung-Yi, 劉容伊
• Other Authors: Jo Chiung-Hua Chen
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/78210258018577540234

碩士 === 國立臺灣師範大學 === 美術學系 === 93 === A Study of Gender Ideology in the “Art and Humanity” Textbooks of Elementary and Secondary Schools Levels -- Taking the “Visual Arts” as an Example -- Jung-Yi Liu Abstract Along with the educational reform and multicultural development, many countries increasingly pay more attentions to gender equality issues and are working to improve it. So far this issue has turned into a critical agenda in our educational reform. During the 90th academic year of implementing the nine-year-consistent curriculum, the Government formally includes gender equality education as an important subject within the seven learning areas. As a Visual Art teacher in the elementary school, I found that female artists and their works are rarely presented in the contents of Art and Humanity textbooks. Today in the 21st century, as more and more successful female artists are being recognized, should our textbooks continuously leave the female art behind? Therefore, I would like to review the Art and Humanity textbooks for the versions published by Kang-Hsuan, Han-Lin, and Na-Yi publishers in the 92nd academic year. Through content analytic method I can examine if the gender biases exist or not. Key findings are summarized as: 1. Proportion of male/female visual artists’ appearance in elementary/secondary school textbooks: the number of the male visual artists is overwhelmingly more than the number of the female visual artists. 2. Proportion of male/female visual artists’ works appeared in the textbooks: the number of works from the male visual artists exceedingly surpasses the number of works from female visual artists. 3. The character of male/female artists in textbook articles: in articles from elementary school textbooks, male and female artists both appeared “neutral character”. In the articles of the secondary school textbooks, most male artists appeared “neutral character”, but most female artists appeared “masculine character”. 4. Gender-role-play for figures in the art works: for both the elementary school textbooks and secondary school textbooks, “the traditional gender-role-play type” artworks compose the most. The number of “the non-gender-relate type” artworks is in second place, and the number of “the anti-traditional gender-role-play type” artworks is the least. Finally, based on this study’s conclusion, recommendations are provided in two aspects: the publishers of the textbooks and the execution of relevant researches.