포토몽타주 기법을 활용한 표현력 향상 방안 연구 : 중학생 대상으로 = (A) study of the improvement plan for visual culture art education by using photo art works

다국어 초록 (Multilingual Abstract)

Abstract
The rapid development of science and technology has created a culture of visual saturation in South Korea. Education must meet the reality of this new world by requiring a wide range of creative expression activities though a diversity of visual images.

This study focuses on how to direct the future of art education in the midst of changes in visual culture through the development of visual media. Changes in visual culture demand the development of visual literacy.

Among many media, this study uses pictures to gain an understanding about visual information. It helps to enhance abilities to use visual images by effectively restricting them. Moreover, the subjects, who are junior high school students full of curiosity, can understand themselves better and foretell their future through the making of photomontage which allows them to learn about themselves. And, its purpose is to provide them the strong motivation and opportunity to find out many different paths in constructing their future.

The study divided the concept of visual cultures into a image viewpoint and a cultural viewpoint, and it has found that visual culture has some interesting characteristics worthy of study.
▪First, it acknowledges visual perception compared with other senses.
▪Second, it places emphasis on the social context.
▪Third, it contains a variety of media applications.
▪Fourth, it suggests an integrated approach with the multidisciplinary concept.
▪Fifth, it requires an ability to communicte visually.
▪Sixth, it studies both aesthetic values and social issues.

These characteristics of visual culture are reflected in visual culture education, and they become important standards for suggesting new directions in future art education.
Also, in regard to the change in visual culture brought by the invention of photography and the change in people's perception toward the obgective world, this study provides a teaching method that consists in using photographs for art education in secondary schools.
The concepts of photomontage contain three characteristics: confession, facticity, and the possibillity for self-investigation. The self-investigation possibilities, which can allow one to improve and develop the self, can be seen as the category that is most suitable for effective visual education. There is educational value in making photomontage. First, the subject can reflect the past, the present, and the future. Second, the subject can find his or her true self. This kind of study helps people to develop their seuse of personal identify. Also, this study creates fun for the subjects who can express expressing their creativity and originality by using pictures, and it provides a high educational effect on them.

This study proposes a teaching and learning program using photomontage which is based on the educational value that the photomontage has utilizing the characteristics of photography.

목차 (Table of Contents)

• 목 차
• 표 목 차 ...............................................................................................................................i
• 그림목차 ...............................................................................................................................ii
• Ⅰ. 서 론
• 1. 연구의 필요성 및 목적 ..............................................................................................1
• 2. 연구의 내용....................................................................................................................2
• 3. 연구 방법 및 범위 ......................................................................................................4
• Ⅱ. 포토퐁타주의 이론적 배경
• 1. 포토몽타주의 개념.......................................................................................................5
• 2. 포토몽타주의 역사 .....................................................................................................8
• 3. 포토몽타주의 교육적 의의.......................................................................................24
• Ⅲ. 포토몽타주기법을 활용한 ‘자기표현’ 수업의 실제
• 1. 대상.................................................................................................................................25
• 2. 단원명.............................................................................................................................25
• 3. 대단원 설정이유...........................................................................................................25
• 4. 대단원 학습모형과 관련 성취 기준........................................................................27
• 5. 대단원 교수 학습 지도 계획....................................................................................28
• 6. 본시 교수-학습 과정안...............................................................................................30
• Ⅳ.수업 분석 및 평가
• 1. 수업분석 및 평가 방법 ..............................................................................................39
• 2. 설문지 분석....................................................................................................................39
• 3. 설문지 결과분석............................................................................................................40
• 4. 실제 수업사례 및 결과분석........................................................................................43
• Ⅴ.결론.................................................................................................................................51
• 참고문헌 ...............................................................................................................................53
• Abstract ................................................................................................................................55
• 부 록 ...............................................................................................................................58
• 도 판 ...............................................................................................................................61
• 표 목 차
• 〈표 1〉포토몽타주를 활용한 자기표현 학습지도 계획 ..........................................28
• 〈표 2〉포토몽타주를 활용한 자기표현 수업실천 계획............................................28
• 〈표 3〉포토몽타주를 활용한 수업경험 유무학생 실태 조사..................................29
• 〈표 4〉이미지를 활용하여 자기 표현하기1/2차시 교수-학습 과정안..................30
• 〈표 5〉이미지를 활용하여 자기 표현하기2/2차시 교수-학습 과정안..................33
• 〈표 6〉평가 구도와 척도 .............................................................................................34
• 〈표 7〉이미지를 활용하여 자기표현하기 ppt 교수-학습 자료 .............................35
• 〈표 8〉설문1 포토몽타주 기법과 흥미도 ...................................................................41
• 〈표 9〉설문2 포토몽타주 작품제작과 흥미도 ...........................................................41
• 〈표 10〉설문3 포토몽타주 기법과 주제표현 .............................................................42
• 〈부록1〉작품 계획서 (학생배부용)................................................................................59
• 〈부록2〉학습 평가지 (학생배부용)................................................................................60
• 그 림 목 차
• 〈그림 1〉 포토몽타주를 활용한 자기표현 제작하기 실제수업과정 ....................42
• 〈그림 2〉 포토몽타주를 활용한 자기표현 학생작품 Ⅰ..........................................44
• 〈그림 3〉 포토몽타주를 활용한 자기표현 학생작품 Ⅱ..........................................45
• 〈그림 4〉 포토몽타주를 활용한 자기표현 학생작품 Ⅲ..........................................46
• 〈도판 1〉 파블로 피카소 〈등의자가 있는 정물〉,1912 .......................................62
• 〈도판 2〉 조르주 브라크 <과일접시와 유리잔이 있는 정물〉, 1912 .................62
• 〈도판 3〉 카를로 카라 <애국적 선언〉, 1914 .........................................................62
• 〈도판 4〉 존 하트필드 <10년 후 아버지와 아들들〉, 1912 .................................62
• 〈도판 5〉 한나 회희 〈아름다운 소녀〉, 1920 ......................................................62
• 〈도판 6〉 막스 에른스트 〈잎사귀의 버릇〉, 1926 ................................................62
• 〈도판 7〉 막스 에른스트 〈밤 꾀꼬리에 놀란 두 어린이〉, 1912 .....................63
• 〈도판 8〉 리차드 해밀턴〈오늘날의 가정을 이토록 색다르고 멋지게
• 만드는 것은 무엇인가,〉 1956 ..................................................................63
• 〈도판 9〉 로버트 라우센버그 〈Retroactive I〉, 1964 ..........................................63
• 〈도판 10〉데이비드 호크니 〈Mother I, Yorkshire Moors〉,1985 .....................63
• 〈도판 11〉데이비드 호크니 〈Place Furstenberg, Paris〉, 1985 .........................63
• 〈도판 12〉강현선 〈Unwrap〉, 2008 .........................................................................62
• 〈도판 13〉금혜원 〈Blue Territory 7〉, 2007 ..........................................................64
• 〈도판 14〉이단 〈Millenary pieta 〉, 2008 ..............................................................64