摘要
学术界常将画稿视为模仿与程式化的符号,忽略了其在创造性生成中的潜在作用。通过结合美术史与教育心理学,在跨学科的框架下引入“暗盒”隐喻,可以探究画稿在美术教育中孕育创造力的路径。画稿并非创造的对立面,而是一个通过模仿、修正、内化和突破等环节逐步形成的潜在过程。这个过程如同暗盒中的显影,创造力并非一蹴而就,而是在传统机制中逐渐积累与生成。通过探索这一机制在当代艺术教育与数字化媒介中的再生产路径,可为美术教育中的创造力研究提供一种兼具文化深度与教育启发的新模型。
Academics often view sketching as a symbol of imitation and stylization,overlooking its potential role in creative generation.This paper introduces the“dark box”metaphor within an interdisciplinary framework to explore how sketching fosters creativity in art education.By integrating art history and educational psychology,it argues that sketching is not the opposite of creation,but rather a potential process that gradually develops through imitation,revision,internalization,and breakthrough.This process is something like the development of a dark box;creativity is not achieved overnight but rather gradually accumulated and generated within traditional mechanisms.It further analyzes the reproduction of this mechanism in contemporary art education and digital media,aiming to provide a new model for the study of creativity in art education that combines cultural depth and educational inspiration.
作者
李静
LI Jing(School of Humanities and Museology,Nanjing University of the Arts,Nanjing 210013,China)
出处
《美育学刊》
2026年第1期62-69,共8页
Journal of Aesthetic Education
关键词
画稿体系
暗盒
创造力生成
美术教育
程式化学习
sketching system
dark box
creativity generation
art education
programmed learning
