Lowenfeld와 Eisner의 비판적 고찰을 통한 방향 모색 = Search of the Direction with the Critical Consideration about Lowenfeld´s and Eisner´s

다국어 초록 (Multilingual Abstract)

Art education in Korea has changed from the first modern educational period(1955-1963) to the current seventh educational period(1997-now).
This study finds out objects and methods of both creativity-centered art education of V. Lowenfeld effecting ever since the second educational and appreciation and understanding-centered art education of E. W. Eisner. On the basis of having influence on our curriculum, it also finds out the direction of art education in Korea.
Lowenfelf's thought started under the influence of child-centered thought and psychology of J. Dewey and F. Cizek. Lowenfeld focused on the process of creative and free expression rather than result. Lowenfeld, propounding that we should develop the creativeness that is latent in children, tried to develop their self-expression and creativeness by denying the art education method that provides only materials and places and by providing materials, motives and subject matters that are appropriate for the nature and developmental stage of children.
Eisner made objections to Lowenfeld's viewpoint of the development of creativeness through free self-expression and the education through art, and saw the art education is realized by intrinsic and independent features of art rather than it is the science that exists due to the demand or need of children or society, and proposed new viewpoint on art education that attaches importance to the understanding of fine arts and put emphasis on the curriculum and systematic guidance by instructors, and the ability to understand and criticize art culture. So he thought aesthetics, art history, the criticism of art, production of art as fields of art education and this became a basis of understanding-centered art education.
Introducing from the first educational period, it was regular in the second educational period. Since then, Lowenfeld's thought was emphasized, however people thought his idea was tended to be too free. Therefore Eisner's thought was introduced to the sixth educational period. In the seventh educational period, understanding-centered art education and appreciation learning is emphasized and Eisner's thought of art education took firm root in art education. But it made us worried that leads students to memorization-oriented education.
In methodology of art education, Lowenfeld's is child-centered approach and natural approach. He puts an emphasis on the educational effects doing in the process of natural atmosphere and viewpoint of child. On the contrary Eisner stressed not natural development but the students acquire art itself as a system of knowledge taking count of learning by training teaches structures and concept of art knowledge. Eisner's art learning consists that children make works, observe, understand and discuss aesthetic elements and features of works. Here comes the matter because art teachers should have not only practical ability but also professional knowledge on art criticism and art history.
Through this consideration, critical viewpoint is as follows.
First, the matter of art instructor,
The instructor can give lessons not presenting any special program under creativity.
Second, the matter of subject education,
We should be sensitive about the foreign stream and tendency in connection with art education and accept their strong point to fit with situation in Korea.
And taking into consideration present, there is no any educational program on professional knowledge of aesthetics, art history, art criticism without any individual endeavor. So it is difficult to establish system of knowledge and convey the art concept close to essential due to practice-centered instructions. Experts in art as a subject are not educated because it is not systemized as art education in curriculum of institute that educate preliminary teachers.
Second, the matter of education,
With this critical consideration, I summarize search of the direction of art education.
First, it needs systematic study on historical change process, psychological and emotional as education, the method of study in art curriculum as well as learning on art practice in many fields demanded on the spot in order to teach art.
Second, when we see the stream of modern art shifting from viewpoint of Lowenfeld to viewpoint of Eisner, we should consider harmony and balance between the rate of expression and appreciation in scheduling art curriculum. We also need to subdivide art criticism, art history, aesthetics as a field of appreciation besides a field of expression and establish newly educational system of teachers from the viewpoint of art education as own study so as to train right art teachers and re-educate incumbent teachers.
Third, even though the stream of modern art education is shifting to the viewpoint of, study-oriented, the idea of 'originality development by creativity' is alive in the seventh educational period. We should remember the role of teachers not non-interferential guidance and think that the concept of creativity and the methodological study should precede necessarily.
With concern about practical aspect, it will be advanced dominant philosophy on our art curriculum, DBEA(Discipline-Based Art Education) in the process of drive now and the study on new idea and methodology about art education.
In the past, art curriculum was organized and educated while educational theory of art proposed by some theorists was popular and was estimated. Our art education seems to be drifting without any improvement in an era of post-modernism that accept various value of many countries and people. Like these days, multi-cultural society, we need to make efforts to find out our art education. Also not only experimental study but also theoretical study of art education can be a basis of improvement of art education should achieve systematically to establish art education into

목차 (Table of Contents)

• 목차
• Abstract = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 연구 방법 = 3
• Ⅱ. 로웬펠드와 아이스너의 미술교육 사상과 방법론 = 4
• 1. 미술교육 사상 = 4
• 2. 미술교육 방법론 = 19
• Ⅲ. 한국의 미술교육과정에 끼친 영향과 비판적 고찰 = 32
• 1. 우리나라 미술교육과정 = 32
• 2. 로웬펠드 = 35
• 3. 아이스너 = 39
• Ⅳ. 미술교육의 방향 모색 = 43
• 1. 국가 단위 미술교육의 정체성에 대한 관점 = 45
• 2. 교사 단위 미술교육에 대한 관점 = 50
• Ⅴ.결론 = 54
• 참고 문헌 = 57