臺灣原住民孩童圖畫教育研究─以1935年藍蔭鼎《教育所圖畫帖》為例

Abstract

本研究以藍蔭鼎（1903－1979）受臺灣總督府警務局委託編纂的《教育所圖畫帖》及《教育所略畫帖》為例，探究1930年代後原住民孩童美術教育的發展情況。在日治時期，總督府針對山地原住民孩童採用「漢蕃隔離」的教育策略，例如在管轄權方面隸屬警務局，並由警察兼任教師；在教育單位方面廣設蕃童教育所 ；在教科書方面編纂原住民專用教科書，因此造就出特殊的教育目標、師資與教科書。在1895年，臺灣成為日本帝國第一個殖民地後，因統治上的需求而建立近代教育制度。學校成為統治的工具，是殖民政府撫育人民，培養良順或忠貞於國家思想的場所。原住民美術教育同樣以培養國民精神為宗旨，並配合原住民族的特殊性，發展出許多因地制宜的教育策略。本論文藉由原住民圖畫科教育的探討，反映出複雜的時代背景，嘗試探究近代化美術教育與殖民統治之間的關聯。其中，藍蔭鼎作為教科書的編纂者，在接下編纂《教育所圖畫帖》的委託後，曾多次進入山地考察，並將旅行時創作的素描作品及心得，連載於報章雜誌，對當時的原住民美術教育產生一定的影響。藍蔭鼎人生經歷、創作軌跡及美術教育理念，在結合殖民政府的統治需求後，形塑出《教育所圖畫帖》。本論文以藍蔭鼎在原住民美術教育的影響力作為角度，進行探討，重新思考藍蔭鼎在美術教育上的貢獻。This study examines the development of art education for indigenous children in Taiwan during the 1930s, using the examples of the" Art Textbook for Education," which was compiled by Ran In-Ting (1903-1979) at the commission of the Taiwan soutokufu. During the Japanese colonial period, the Taiwan soutokufu implemented different educational strategies for indigenous children compared to those for the general population. These strategies included the appointment of police officers as teachers, the establishment of "Bando Kyoikusho（Indigenous Children's Education Centers）," and the development of specialized textbooks for indigenous students. As a result, this led to the creation of distinct educational goals, teaching staff, and textbooks for indigenous children.After Taiwan became Japan's first colony in 1895, a modern educational system was established to serve the needs of colonial rule. Schools became instruments of governance, aiming to nurture compliant and loyal citizens. Indigenous art education shared the goal of cultivating a national spirit while adapting to the unique characteristics of indigenous peoples, leading to the development of various context-specific educational strategies. This thesis explores the complexities of the historical context through an examination of indigenous pictorial education, aiming to uncover the connections between modernized art education and colonial governance.Ran In-Ting, as the compiler of these textbooks, played a significant role in this context. After being commissioned to compile the" Art Textbook for Education," he conducted numerous field trips to the mountainous areas and shared his sketches and insights in newspapers and magazines, influencing indigenous art education during that time. Ran In-Ting 's life experiences, artistic journey, and educational philosophy, combined with the colonial government's needs, shaped the " Art Textbook for Education." This thesis focuses on Ran In-Ting 's influence on indigenous art education, reevaluating his contributions to the field.