초등학교 미술감상 수업에서 미술비평 학습의 방향과 실천 방안 모색

다국어 초록 (Multilingual Abstract)

The purpose of this study is first to find theoretical foundation on the methodological appropriateness of teaching and learning method based upon critical inquiry for school art criticism. Second, methods for practical application to the elementary school art class are studied. To conduct this aims, theoretical characteristics of post-modernism, hermeneutics, structural ism, constructivism, phenomenology were studied, and theory of Dewey's inquiry and Geahigan's critical inquiry method were analyzed.
The theoretical frame of DBAE was based upon ideas of Modernism originated in the 18th century where human mind and rationalism were considered as a main force to solve problems in human's life. However, change of paradigm from modernism to post-modernism indicates a new direction in the learning of art criticism.
The educational goal of art criticism under post-modernism is not to find or search characteristics and values in the artwork itself just like seek and hide game but to bring out an liberal activity for viewers considering the contextual relationships between viewers and objects, Given no absolute values and characteristics of artworks, school art criticism by step-by-step procedure is not proper and has limitation. Instead, inquiry attitude started by personal response to artworks will be required because understanding with open-mind toward artworks is one of the most important factors to be learned in developmental stages for the elementary student. Considering this teachers should provide proper contents of learning along with teaching and learning methods, Broadly speaking, critic activity in the elementary school art should focus on not the procedure to find or arrive at correct answers or absolute values but the searching process to sort of possible meanings considering.
Efland talked about creativity, cultural literacy, co-operated art education as a new vision of art education in 21th century. In view of post-modernism, hermeneutics, structural ism, constructivism, phenomenology, art criticism has the same reason for person and society in the line with what Efland said. First, creativity in view of person. Related with pluralism in post-modernism, the center of art education is children, however, the approval of personal pluralism is related to creativity. Second, in view of society, cultural literacy is related to integrated art education. Because children should learn to discern and further understand various cultural characteristics and visually communicative medium. Through art criticism children will realize social values related to art, And further with students' personal response to artwork, they realize the necessity of inter-action with social contexts. Finally, students will develop an open-mind to see the value of artworks in view of others.
Geahigan's critical inquiry method is focused upon basically Dewey's inquiry process. However, Geahigan indicated that unlike other methods based upon Dewey's inquiry process, critical inquiry for art criticism is different. Therefore, Geahigan suggested three broad activities such as activity for initial personal response, students' research activity, and activities for concept and skill.
This study suggested practical information for the understanding of framework of Geahigan's critical inquiry method, however, in order to improve the effectiveness of critical inquiry method more studies should be followed.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 연구의 내용 및 방법 = 3
• 3. 연구의 제한점 = 4
• II. 초등학교 미술비평 학습 = 5
• 1. 미술비평 학습의 정의 = 5
• 2. 미술비평 학습의 전개 = 8
• 3. 미술비평 학습의 역할 = 10
• III. 초등학교 미술비평 학습의 방향 = 16
• 1. 미술비평 학습 방향 설정을 위한 이론적 근거 = 16
• 가. 포스트모더니즘의 정의와 특성 = 16
• 나. 해석학의 정의와 특성 = 22
• 다. 구조주의, 후기구조주의의 정의와 특성 = 30
• 라. 구성주의의 정의와 특성 = 35
• 마. 현상학의 정의와 특성 = 40
• 2. 이론적 근거에 근거한 미술비평 학습 방향 = 43
• 가. 제 이론에 근거한 미술비평 학습 방향 = 43
• 나. 듀이의 탐구와 미술비평 학습 = 63
• IV. 초등학교 미술비평 학습의 실천 방안 = 72
• 1. 게히건의 비평적 탐구 = 72
• 가. 게히건의 비명적 탐구 과정 = 72
• 나. 게히건의 비평적 탐구의 특징 = 73
• 2. 비평적 탐구 과정의 적용 = 74
• 가. 비평적 탐구 과정의 활용 = 74
• 나. 차시별 시간 계획 조정을 통한 비평적 탐구 수업 = 85
• 다. 비평적 탐구 수업과 통합 지도 = 93
• 라. 비평적 탐구 수업과 대화 학습 = 95
• V. 요약 및 결론 = 105
• 참고문헌 = 109
• 영문초록 = 114