The Study of Elementary school aboriginal students' Visual Literacy on Wordless Pictures Books

• Main Authors: Tai Chien Wen, 戴倩文
• Other Authors: 徐秀菊
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/83859477003505671249

碩士 === 國立花蓮教育大學 === 視覺藝術教育研究所 === 95 === Abstract The aims of the present study are to examine aboriginal elementary school pupils’ interpretation of the image contents, image forms, and transformation of images in the wordless picture books. Owing to the practice of research ethic, fourth and sixth grade aboriginal pupils from Tang-guo Elementary School (anonymous) in Hualien County were invited to participate the research. The purpose of the study is to investigate students’ visual literacy for interpreting images. To achieve the goal, the study needs to be conducted in a natural field with the help of descriptive analysis to explain students’ thought and feeling. In addition, data collected from interviews will be induced and analyzed. Furthermore, content analysis will be adopted to categorize student’s drawings, and students’ expression ability to the wordless picture books and their transformation process of interpreting images will be analyzed through their read-write charts, read-speak charts, and drawings. The present study categorizes four categorizations of read-write charts, such as fact level, style level, interpretation level, and transavtive level. In addition, four types of read-speak charts are classified, which include image description, image analysis, image interpretation, and image evaluation. Furthermore, drawings can be put into four groups, for instance fact description, style formation, interpretative presentation, and inter-motivation. The categorizations in the present study engender a better understanding on the relationship between reading-speaking, reading-writing and reading-drawing among aboriginal elementary school pupils, and allow us to understand the forth and sixth grade pupils’ visual literacy on interpreting wordless picture books. I hope that this paper can contribute to the academic research about the relationship between image interpretation and visual literacy, and can further be applied to current art education to urge a need to integrate aboriginal culture to the design of teaching material.