本研究藉由臺北市國中美術班考試470幅創意表現「自由」觀念作品的分析，探討創造力具體化 的方式與意義。
研究結果發現，學生的創意表現主要使用六種類型的圖像來詮釋特定命題：「人和/或生活片 段」、「鳥」、「動物」、「自然」、「神和/或天使」、以及其他非具像類；「人和/或生活片 段j使用最多，其次為「鳥」》且採用「直述性」（63.6%)與「對比性」（36.4%)策略，策略運用 與圖像之間具顯著的關聯性，但並無性別的差異。採用直述性策略時，自由常是正向情感存在的現 象；採用對比性策略時，圖像多為「鳥」和「人和/或生活片段」，且畫面常展現出對抗力量的並 置。創造力是一種情境化的能力•特定的命題建構其脈絡化的內涵，創造力活化藝術作品的存在。

This study aims to clarified how students use visual images to objectify their creativities. A total of 470 drawings were under investigated. Students had 100 minutes to draw a picture on a 26.5 x 38.8 cm piece of paper with black and colored pencils, expressing their concept of “freedom.” They were allowed to use any kinds of images and up to ten words.
We found students used six types of images as signifiers to interpret “freedom”： “human and/ oi. life scenario，” “birds，” “animals，” “nature,” “God and/or angels,” and “others.” The “human and/or life scenario” images were predominant; “bird” images were the second choice. Both descriptive (63.6%) and comparative (36.4%) drawing strategies were used, with a significant correlation between choice of image and choice of strategy. There was no gender difference with regard to image and strategy choice. When comparative strategy being used, most of the time, either the drawings contain both of the forces of freedom and threat，or the senior of suppress. Freedom is as naturally existence, or as an interaction of power, as social rules, or as individuals’ desires. Freedom has positive and negative meanings. The finding indicates creativity is situated. It is the root that enables artworks to be alive.