Thinking Maps를 활용한 창의성 미술 교육 지도 방안

김우주 수원대학교 미술대학원 2011 국내석사

Through drawing pictures, children recollect and visualize their respective emotion or thinking which was experienced or felt by each of them. However, children do not draw exactly the same as what they saw or felt. They draw pictures by undergoing reinventing process in their own way. In this process children think over their objects, adjust thinking in their own way, and express boundless imagination on them, and this process gives much influence in their developing creativity. Drawing and molding activities of children are mostly done centering around their interests and desires. Observing the features of children's drawing, it can be found that they draw into the largest size the object which they are most interested or concerned, and into smaller sizes gradually for objects with less interests, and finally they omit what they do not remember or what they are not interested. In the pictures drawn by children, the worlds imagined by them are unfolded and their ingenious personalities in self-expression are reflected. Hence, all the fine art activities should begin from interests and desires. To induce motivation of creative drawing expression from children, it would be required to stimulate the children by changing the material, method and environment into new ones (which are different from the ones they used before), and help them understand what they experienced in reality and express freely what remain deep inside their minds and hearts. It would be also necessary to transform drawing activity into a more creative method so that the ideas which children want to represent may be linked with more specific and creative expression of picture. Therefore we should support children to engage in their rich symbolic representing activities through drawings. Thinking Maps are a set of visual language mode that reflects eight thinking techniques as practice or training to enhance creativity. They were designed by Hyerle (1996) and were proved quite effective as a language for communication between student and student, or student and teacher, overcoming any language barrier in such multi-lingual countries as U.S.A. and Singapore. Thinking Maps are a set of graphic organizer techniques for integrated thinking processes. Through continuous training they help learner increase the capacity of defining basic concept for activities such as collection, analysis, development and assessment of information. In addition, they enable children to describe and classify information, and enumerate informations by order of priority. Such learning tools are recognized effective in enhancing learner's academic performance, summarizing, conceptualizing and changing attitude. In the past, such tools as mind maps and graphic organizer were available as substitutes for Thinking Maps. However, Thinking Maps assessed such visual tools critically and suggested eight types of Maps which have become generalized by integrating the strengths of the previous tools. Hence in this study Thinking Maps were introduced as tools to express clearly learners' thinking processes and learning contents, and suggested instruction method using Thinking Maps, and the result is as follows. First, Thinking Maps helped learner cultivate his/her ability to induce thinking and arrange it in order. Normally in fine arts class, a theme is given to students and children ponder vaguely what to draw, and in most cases their pictures lack consistency. But when Thinking Maps were adopted for children in their fine art lesson, the tool enabled them to draw pictures more easily and richly. Second, difference was noted in expressive ability between pictures drawn after using Thinking Maps and those drawn before (without) using Thinking Maps. The pictures before adopting Thinking Maps showed the feature of hesitation even though children were drawing what they had in mind, and the pictures showed indiscernible objects. However, the pictures drawn after adopting Thinking Maps emitted confidence in lines and expressions, and the pictures were drawn in greater detail. Third, as a result of conducting art lesson utilizing Thinking Maps, change was noted in time, method and attitude of children's preparing Maps. They prepared Maps more fluently by their own way, and when they prepared Mapping in permissive atmosphere, they showed the attitude of expressing actively what they were thinking. Children endeavored to express visually and clearly their thinking processes and contents by tools besides language expression. And children seemed to enjoy making interactions while looking at Maps. Based on the result of this study as summarized hereinabove, it is concluded that art lessons adopting Thinking Maps produce positive effect in inducing creative drawing. It is also found out that Thinking Maps are a set of tools that enable children to express their thinking more actively. Hence it is concluded that Thinking Maps can be used as effective method in teaching and learning fine arts.

아동미술학원에서의 DBAE 적용에 관한 연구

김상한 수원대학교 미술대학원 2009 국내석사

As for the recent trend of art education, creation-based art education has been replaced by discipline-based art education. The discipline-based art education is the new method of art education derived from education reform campaign by pedagogists, including Bruner, in 1960s. It served as a momentum to structuralize and systemize the art subject, and upgrade the pre-existing art subject as anon-main subject into an independent discipline. Afterward, many scholars argued about the discipline-based art education. Finally, the discipline-based art education was officially named "DBAE" in 1980s. DBAE is the integrated educational course encompassing four areas such as aesthetics, art history, art criticism and art production, and enhances fundamental ability to understand and enjoy art. DBAE was introduced to Korea in the early 1990s, and started to be generally known through the explanation on the sixth Korean national art education curriculum and papers written by art educators who studied in foreign countries. The seventh Korean national art education curriculum amended after the sixth Korean national art education curriculum contains practical meaning of DBAE. However, in fact, DBAE has not been widely applied in schools despite its advantages. Such a phenomenon has been caused by the limitation of DBAE theory, condition and situation of art education of each school, difficulties relating to operation of specialist teacher system implemented for compliment to class teacher system at elementary school shortage of art specialist teachers, inefficiency of arrangement of specialist teachers and shortage in the number of art class hours examination-centered educational climate, change of assessment method and negligence on art subject due to such an educational climate. As part of improvement of real status of school art education, this research intends to develop art education program at children's arts institute, private educational institute, which can complement the weak points of art class at elementary school. Furthermore, this research aims to consider how to change the system in order to apply such a program to real educational field. However, Korean government has ignored good effects of private education such as compliment to public education and enhancement of efficiency, and has thought that evil practices of some private institutes for examination-centered education is the very malady of overall private education, and such a malady finally collapses public education. Moreover, Korean government has made and implemented regulation-centered policy toward private education policy on the basis of such a prejudiced viewpoint. In result, the education concerning artistic accomplishments education has been losing its place in educational fields, and many private education institutes relating to artistic accomplishments have been driven out of business. In particular, since it is difficult to confirm the progress of learning at private institutes for fine arts education, parents think that it is sufficient to teach fine arts to only infants or lower grade students at elementary school students. In result, art education for middle and higher grade students at elementary school is being hollowed out. This research analyzed the characteristics of DBAE and its good effects from the viewpoint of education, and investigated how DBAE is applied to the seventh Korean national art education curriculum by using the preceding researches. Besides, it examined development process, actual status, educational and social function of private education. Furthermore, it inquired into how the children's arts institute, private educational institute, which can complement the weak points of art class at elementary school, and what facility and program should be equipped in children's arts institute to complement such weak points. This research will be the foundation for solving problems of public education concerning art. Moreover, future researches are desired to supplement unsatisfactory and insufficient parts of this research.

창의적 표현을 위한 아동 미술 발상지도 프로그램 연구 : 초등 1,2학년을 중심으로

노혜영 수원대학교 미술대학원 2009 국내석사

The objective of the art education in the revised plan of a 2007 educational process is to raise aesthetic attitude, expression ability, imagination and critical thought that can understand objects with aesthetic sensitivity and intuition and feel & enjoy beauty of visual arts. Therefore, raising creative expression ability is a very important part and the systematic concept guidance is essential for this. Especially, almost all areas of the integrated curriculum of first-and second-year students of an elementary school are expressed through art activity. Therefore, the art activity after school can be very effective for the lower graders in addition to school education. When creativity is becoming national competitiveness, the art activity containing creativity as essence is very effective in raising creativity. A systematic concept method was studied to improve creative expression ability of the art activity containing such a property, and its purpose is to make children participate in art class more actively and have interest in the art class by raising diffusive thought of an individual child through it. First, the art education and the concept of creativity are reviewed to achieve the purpose, and creative conception theories and conception methods in the art department were bound according to a type and were arranged. I tried to device the program by applying the conception methods to the art domain of "Pleasant Life" of the revised subject of first-and second-year students of an elementary school based on it. The following conclusions can be obtained through a class course applying the conception method to raise creative expression ability like this. First, a conception card for a potential idea was made for the total conception class. While the works that are expressed at the first class through appreciation of Miro's works are utilized as a cover of the conception card, they became to have affection in the activity and utilized the conception card faithfully. Second, because plants are directly collected and the collected things are photographed, enlarged and observed in the class using an observation method, partially enlarged photographs were used as drawing reference materials. Observing the photographs directly taken as reference materials on the spot could induce conception of children more efficiently than showing prepared materials. Third, the 'collage of various things' mainly using a method of arrangement and recomposition made students recognize the meaning and the learning target of collage surely through reference materials and participate in the program very actively. Students participated more actively and interestingly by using objet that is often seen in life, and they knew that it is helpful for development of originality and fluency. Fourth, the 'imaginary animals' using a forced relationship method, a questionnaire method and a PMI method, etc. made students select each one piece from two sets of notes with different subjects from each other, and decorate the background by connecting the selected content and making stories, so the completeness was enhanced and characters and backgrounds were recomposed the questionnaire method and the PMI method. The sensitivity, fluency, flexibility and originality were can be induced through it. It was found that if we use reference materials and equipment & materials suitable for a level of children in addition to several conception guidance, they deviate from schematic expression naturally and express creatively. The following suggestions are proposed for utilization of conception guidance based on conclusions obtained through the present study. First, as the art should become pleasant activity that must be carried out in a position that interest and necessity of children meet, a subject, a theme and conception materials should be always selected in a standpoint of children. But as the concentration time of children during the period is not so long, it is not easy that their sufficient conception process and their sufficient expression process are satisfied in one time's class. We should confirm about how much creative conception is made in an idea process without sticking to its completeness and should make the atmosphere that a creative idea is respected for creative expression. Second, we should help potential conception of children by utilizing the conception card actively and should help children participate actively from the planning of works manufacturing. Third, the class after school has relatively superior conditions for children because it is mostly equipped with multimedia facilities, close to the natural environment and has wide space.

아동미술 사교육시장의 현황과 분석 : 방문미술, 놀이미술 체인점 중심으로

김은경 수원대학교 미술대학원 2008 국내석사

This study aimed at examining the role of private art education institutes for children and suggesting complementary measures and desirable directions for them. In order to achieve such aims, it investigated the current conditions and programs of the franchise institutes for children's art education which are being presented as a new educational vision in response to rapidly changing society. Among children's art education franchise companies, well known visiting art education franchise companies, H, K, and D, and play art education franchise companies, M and Y, were selected as the subjects of the study. The study examined each subject's present conditions, program contents, and profit structure between its branch office and teachers. The results were summarized as follows. 1. The education franchise companies above mostly established chain stores beginning in 2000. 2. The costs of establishing a visiting art education franchise chain store were around between 10 to 30 million won, and the costs of establishing a play art franchise chain store were between 80 to 100 million won. 3. The targeted students of the play art franchise chain store were mostly young children and junior elementary school children while the targeted students of the visiting art education franchise chain store were the ones ranged from young children to middle school students. 4. The class was delivered once a week for between 40 to 60 minutes and the tuition fee per student was between 80 to 100 thousand won for the visiting art education franchise chain and about 90 thousand won for the play art franchise chain store. 5. The visiting education franchise chains demanded more professionally qualified teachers than the play art franchise chains. 6. The earnings of the teachers of the visiting education franchise chains were different according to each chain, normally accounting for between 45 and 60 percent of the tuition fee paid by the student. Whereas, the teachers of the play art franchise chain store were paid a fixed monthly salary, which started from about 900 thousand won. 7. The educational programs delivered by the two education franchises companies corresponded with the educational goals of the companies and were matched to children's developmental stages - a program that applies scientific learning method that requires the use of both left and right brain, a program focused on pleasant art activity, an art program using materials such as blocks, magnets or sand, and a play art program using five senses, just to name a few. Children's art education franchise companies first increases creative art education options that considers children's developmental stages and offers more intensive art education. Second, the teachers can concentrate on teaching students with little pressure of attracting students and creating programs. In addition, branch offices cam maintain cooperative relationship with the teachers because they concentrate on sales. On the other hand, children's art education franchise companies have a brief history and the programs they deliver have not been verified, and thus there are still some doubts about its professionality and reliability. Therefore, children's art education franchise institutes need to reinforce their education contents by making their own programs analyzed and verified by child art experts and improve the quality of education by employing highly qualified teachers. In addition, they should avoid being too preoccupied with making money and enhance their consciousness through offering classes or holding exhibitions for less privileged children. Through these, they should secure their position as a professional and desirable educational institute for children.

로웬펠드 사상에 기초한 유아미술에 관한 연구

박광희 수원대학교 미술대학원 2010 국내석사

This study has been started for finding method of infant art education based on Viktor Lowenfeld(1903-1960)'s art education as increasing nuclear family. As a result, in art education, Viktor Lowenfeld(1903-1960) insists that "art education satisfies the requires of infant's creative expression, and encourages natural feelings, and sensitive expression. Also, infant art education helps them purify their feelings, and make more active and positive ways. It also expects the role of harmonical human characteristics so that it has occupied huge part of creativity education and human education. There are many things, which accomplish the background of art education thought of Lowenfeld, can classify 5 parts. Lowenfeld emphasizes the creativity and self-identity which is affected by Freud, and said it is important to develop the latent ability of children through the art activities. Lowenfeld established the theory of visual and sense. Through this, he discovered the possibility of overall development and creativity of children. Lowenfeld supported the interference exclusion of spontaneous and free expression of young child which are affected from progressivism and free expressionism. Through free expression, he encouraged the development of expression of feeling and creativity, and systemized the advancement steps. Fifth, Lowenfeld art education thought stresses humanitarianism, and natural growing and spontaneous expression of young children. As a result, Lowenfeld overlooked the art as a medium for the achievement of creative, mental growth. Art is one of the method of human education, and the same time can develop human, human's emotion, imaging which involves catharsis effect that helps to have freedom and stability. 본 연구는 가정의 구성이 핵가족화 되어가면서 부모의 교육적 관심과 유아에 대한 교육의 다양화와 질적 증가에 대한 유아미술교육의 방법을 Viktor Lowenfeld(1903-1960)가 구안한 미술교육에서 방법을 찾고자 시작되었다. 연구결과, 미술 교육에 있어서 Viktor Lowenfeld(1903-1960)의 주장은 “미술 교육은 인간의 내면에서 우러나오는 자연스러운 표현과 감성적 표현을 북돋우고 유아들의 창의적 표현 욕구를 충족시켜 준다. 또한 정서를 순화하고 더욱 능동적이며 적극적인 활동으로 발전하여 조화로운 인간형성의 역할을 기대할 수 있어 인간교육과 창의성 교육에서 차지하는 역할이 크다고 하였다. 로웬펠드의 미술교육 사상의 배경을 이루는 것에는 여러 가지가 있겠으나 크게 5가지로 분류할 수 있다. 로웬펠드는 프로이드의 영향을 받은 결과로 창의성과 자아동일화를 강조하고 자기표현 등의 미술활동을 통해 어린이들의 잠재력을 계발 시키는 것이 중요하다 하였다. 로웬펠드는 시각형과 촉각형의 연구이론을 확립하였다. 이를 통해 어린이의 창의성과 전반적인 발달을 가져오는 가능성을 발견하였다. 로웬펠드는 진보주의와 자유 표현주의의 영향으로 아동중심의 자유롭고 자발적인 표현의 간섭 배제를 지지하였고 자유로운 표현을 통한 정서의 표출과 창의성의 발달을 꾀하였으나 방임적인 지도에서 벗어난 지도방법을 발달단계에 맞도록 체계화시켰다. 다섯째, 로웬펠드의 미술교육 사상은 인도주의 정신을 강조하여 어린이의 자발적인 표현과 자연스러운 성장을 강조한다. 결론적으로 로웬펠드는 어린이의 창의적이고 정신적인 성장에 가장 큰 관심을 보였고 이런 성장을 달성하는 매개체로 미술을 바라보았다. 미술은 인간 교육의 수단이면서 동시에 인간을 발달하기 위한 수단이며 인간의 내면에 숨겨진 감정, 상상력을 개성있게 표현해야 경험의 표현에 의한 카타르시스 효과를 포함하게 되어 자유와 안정을 갖게 된다고 보아 미술 교육의 유아기 정서 발달의 개념은 중요한 교육의 하나임을 강조하였다.

미술놀이 프로그램을 통한 유아의 창의성신장에 관한 연구 : 5-6세를 중심으로

백은경 수원대학교 미술대학원 2008 국내석사

미술은 자신의 생각이나 감정을 창의적 표현을 통하여 조형의 세계로 창조, 발전시키는 예술의 한 영역이며, 창작과 감상의 다양한 활동을 통하여 표현 감상능력과 창조성계발에 따른 정서 함양에 그 뜻이 있으므로, 작품 제작 위주의 기능성 보다는 미적인 감각을 지닌 예술적 의미의 교육이 필요하다. 그러므로 우선 흥미롭고 즐거운 마음으로 참여할 수 있는 다양한 활동내용과 방법이 제시되어야 할 것이다. 미술교육의 핵심인 창의성은 여러 가지 경험에 의해서 크게 신장될 수 있으므로 교사의 성의와 적극적인 참여 여부에 따라 아동들의 잠재능력이 크게 나타날 수 있다. 이러한 점에서 볼 때 미술교육은 일률적인 구조에 경직되지 말고 유아들의 흥미와 경험에 맞는 체험과 표현의 자유를 주어 각자 독특한 개성과 사물에 대한 특수한 시각과 표현 능력을 키워줄 책임이 있는 것이다. 이에 알맞은 미술 교육의 방법 중 하나로 미술놀이가 있다. 미술놀이란 유아들이 생활에 중요한 부분이며, 유아의 놀이는 학습이고 생활 그 자체이며 그들의 모든 것이 담겨 질 수 있는 매체로서 유아의 발달에서 갖는 의미가 매우 크다. 오감을 활용한 미술 놀이는 다양한 경험과 체험을 가질 수 있게 하여 아동의 능력을 미술놀이라는 즐거운 행위를 통해 스스로 창작할 수 있는 잠재된 창의적 표현능력을 발휘하도록 균형 있게 길러주어야 할 것이며, 그들 자신의 사고와 느낌과 창의적인 상상력을 마음껏 펼 수 있도록 도와 주어 유아의 올바른 성장과 발달을 돕는 교육적 의의를 지니고 있으므로 그 속에서 미적 감수성을 성장시켜야 할 것이다. 이에 본 연구에서는 무한한 상상력과 독창성이 살아있는 과정중심의 교수법을 사용하여 다양한 재를 제시하고 아동 스스로 재료를 탐색하여 새로운 창조물을 만들어 내는 과정 속에서의 미술놀이를 통해 다양하고 즐겁고, 자유롭고 생동감이 넘칠 수 있는 창의적인 프로그램을 아동에게 적용시켜 보았다. 유아들은 다양한 미술 놀이 속에서 흥미와 호기심을 느끼게 되고 그들만의 독특한 세계를 자연스럽게 표출하는데 효과적이며 조화로운 인격 형성에 도움을 준다. 교사는 유아들을 사랑하는 마음으로 유아들의 세계를 인정하고 이해하며, 새롭고 다양한 창의성계발과 조화로운 인격 형성에 도움을 줄 수 있는 미술 놀이 프로그램 개발에 끊임없는 노력과 연구를 하여 유아들의 잠재되어 있는 무한한 예술적 가능성을 개발시켜야 하겠다. Fine Arts involve creative expression of one's own thoughts and emotions and the creation and development into the world of formation. Since the significance is to cultivate emotions by enlightening appreciation skills and creativity through various activities of creation and appreciation, rather than the functional factors centering on work production, artistic meaning representing esthetic senses should be the focus of education in this regard. Thus, various activity contents and methods through which people can participate with interests and joy should be presented. Creativity, the key of art education can be developed a lot with various experiences, and thus the presentation of children depends on the effort and active involvement of the teacher. In this respect, art education should provide children with the freedom of experience and expression suitable for their interests and experiences, rather than sticking to any uniform structure, so as to cultivate unique characteristics as well as special perspectives on objects and expression skills. One of the art education methods reflecting such intentions above is art play. Art play has significance as for the development of children in consideration of the fact that play is a process of learning and life to children as a medium involving everything needed. Art play stimulating five senses enable various experiences through which children can cultivate the potential creative expression skills in a well balanced way. In addition, children can express their own thoughts, feelings, and creative imagination to the full, which helps their growth and development. Therefore, with the educational significance, art play should be utilized to develop children's esthetic senses. This study presents various materials by means of the process-centered teaching method to bring out limitless imagination and creativity. In the process of art play, which makes children themselves search for materials and creative new things, various, joyful, free, dynamic, and creative programs will be applied to children. Children feel interests and curiosity while in the various art plays, which will help them especially to present their unique world and develop a harmonious personality. Teachers should admit and understand the world of children out of love toward them, and consistently take efforts to develop art play programs that help them cultivate creativity and a harmonious personality so that the limitless artistic potential within children can be freely presented.

유아 창의성 신장을 위한 미술 프로그램 개발 연구 : 만3세 ~ 만5세를 중심으로

이선화 수원대학교 미술대학원 2011 국내석사

Lowenfeld`s thought of art education laid the thoretical foundation for child-centered, creativity-centered art education. His thought aimed at providing art education from children`s perspective in a liberal manner without any restrictions in order to stir up their self-expression to boost their creatvity. He was primarily interested in the appropriate development of children, and viewd art as a means to produce thoughtful and creative children. Thus, art is an educational tool to foster children`s sensitivity and creative ability, and it seems that children are able to improve their imagination and perception through firsthand tactile, visual and phenomenal experience. Lowenfeld`s educational thought was based on Freud`s psychoanalysis and psychology under the influence of Gestalt psychology. That also was built on surrealism and expressionism that stressed free self-expression in a liberal atmosphere. At the same time, that was based on humanism, progressivism and Cizek`s free expression. His art education thought served as a catalyst in stepping up the worldwide spread of scientific and rational research on art educational, and that made a contribution to nurturing art teachers and thereby to the development, spread and generalization of art education. According to his thought, just considering it enough to help children show what they can do on the assumption that the development of artistic and visual expression is a natural process should be avoided. Instead, more scientific, rational and systematic teaching methods should be explored and applied. Art activities are a combination of expression, appreciation and understanding, and learners cannot represent what they have in mind without having the right understanding of art. Children should be assisted to understand themselves and their surrounding environments through art. In addition, art should be educated in association with the lives of learners. In art education, art, education and man are equally important, and the three can be united in everyday life. Quality education of expression, understanding and appreciation should be provided by selecting the kinds of themes and meterials that are closely linked to children`s lives, and they should be motivated to find and enjoy art in daily routine life. In order to make it happen, what matters the most is carefully selecting what to teach and teaching it at the right time.

한국 현대 수채화의 역사적 고찰과 본인 작품연구

박경희 수원대학교 미술대학원 2007 국내석사

수채화는 습작을 그리거나 유화를 하기위한 준비 작업인양 생각하는 경우가 많았다. 1900년경 수채화는 대구 지방을 중심으로 몇몇 화가들에 의해 들어오게 되었으나 일본의 민족문화 말살정책 등으로 사회는 안정적이지 못하였고 또 일본을 통하여 그 기법이나 재료가 소개되었기 때문에 작품제작 방법에 있어서 미흡하고 매우 소극적이었으며 늘 보조 같은 위치에서 맴돌았다. 그러나 선전을 통하여 많은 작품들을 발표하면서 한 시대의 미술을 이어갔고, 확실한 작가적 성장의 기회를 제공하면서 대구를 중심으로 수채화가 자리를 잡게 되었다. 1949년부터 시작된 국전이 문교부에서 주관하다가 1982년부터는 대한민국 미술대전으로 명칭을 바꾸고 한국미술협회로 이관이 되었으며 신인 작가의 발굴과 육성에 초점을 두고 진행 되었다. 또한 지방 순회전으로 많은 국민들에 미술을 접하고 감상할 수 있는 기회를 제공하였다. 그러나 서양에서 물밀듯이 들어온 서양미술로 인하여 재료도 안정적이고 다양한 기법이 개발된 유화는 대한민국 미술대전을 통하여 활발한 활동이 이루어진 반면, 한동안 수채화는 침체기를 맞이하였다. 그래서 미술대전의 수상작도 서양화 부분에서는 대부분 유화 작품이었다. 차차 수채화에 대한 재료의 발달과 다양한 기법의 연구로 활동이 활발해지면서 수채화 협회 등의 본격적인 활동이 시작되어 활성기를 갖게 되었다. 2004년 한국미술협회의 서양화분과에서 독립하여 서양화, 한국화, 조각, 공예, 건축, 디자인, 서예, 사진 등 다른 분야의 장르와 함께 완전한 한 영역의 장르로 독립하였고, 대한민국 미술대전에서도 2004년 전시부터 수채화 분과를 새롭게 탄생시키고, 양화와 확실하게 구분하여 심사하여 많은 작품이 입상 하였다. 본인의 작품을 살펴본바 초기에는 아카데미즘 형식의 수채화 본질에 맞는 사실적 표현에 치중하다가, 차차 수채화 특성에 맞는 표현 기법에 대하여 많은 연구와 실험으로 작업에 대한 탐구에 몰입하였다. 그 후, 사물의 사실적인 형태묘사가 아니라 조형적인 언어로 표현하는 데 가치를 두고 우리의 정서나 느낌, 감정을 즉흥적이고 직관적으로 표현하데 주력하고 있다. 앞으로 한국 화단의 바람직한 방향에 걸 맞는 작품 세계의 구축으로 수채화의 본질성과 특징을 살리고, 본인만의 개성이 있는 고도의 예술성이 담겨진 좋은 작품으로 우뚝 서기를 바란다. 수채화의 보다 나은 발전을 위해서 시급한 문제점과 당면과제로는 수채화를 보는 의식의 전환이 시급하고, 수채화만 갖고 있는 고유의 특성을 잘 살려야겠으며, 새로운 기법과 재료 개발에도 주력하고, 미술행정 차원의 지속적인 지원이 있어야 되겠다 In general, watercolor painting is considered as a provision for painting on draft or an oil painting. By 1900's, although some painter introduced it around Taegu, the methods of painting was not good and negative, for the korean society was unstable by an policy of destroying korean culture by Japan and for a painting technique and a material came from Japan. So, watercolor painting was only a non-mainstream group in those days. But many watercolor drawing showed on exhibition by a public relations, it provided an opportunity of development with painters. And ever since this put down roots in Taegu increasingly. Since 1949, the National Art Exhibition was held by the Ministry of Culture and Education. After a while, Korean fine Arts Association took over that exhibition of which name changed to Grand Art Exhibition of Korea. The purpose of Grand Art Exhibition of Korea was a hunt of budding painters and develop them up. And it provided korean people with an opportunity of art-appreciation through the provincial tour. In the early days of Grand Art Exhibition of Korea, an oil painting which had a materials-guarantee and had a variety of techniques was flourish through this exhibition, but watercolor painting was in the off season for a while. Therefore, a prizewinning work of Grand Art Exhibition of Korea was mainly an oil painting. By advancing a materials and studying a wide variety of techniques, Watercolor painting Association had activities in painting, watercolor was step by step in prosperous conditions. The department of watercolor painting separated from that of Western painting in 2004, it had finally a proposition alike a western painting, a korean painting, an applied fine arts, a fine art of architecture, a designing, a penmanship and so forth. And the department of watercolor was established newly in Grand Art Exhibition of Korea, a watercolor was classified from western painting. Since 2004, a watercolor painting had a screening separated from western painting and many pieces of this group won the prize in the 23th, 24th. In the early stage, my paintings was concentrated on a realistic expression that suited the essence of watercolor in an academic form, and then I have placed a value on a the formal language expression, I have stressed rather impromptu and instinctive expression with my emotions and feelings than a realistic description of the form. I hope that I have painting fields fitted with korean painting circle which has a desirable course. And I draw a masterpiece with the essence of the watercolor and with my originality. So, I wish to be a good painter through my work. The issues and assignments for developing a watercolor include conversion of consciousness, improvement of special qualities, study of new techniques and support of administration of the fine arts.

아동미술이 우뇌에 미치는 영향에 대한 연구 : 5·6세 유·아동에 중심으로

원유정 수원대학교 미술대학원 2007 국내석사

Children make efforts to express their inner feelings in painting consciously or unconsciously as well as want to describe external phenomenon correctly. Art activity to children is a method of communication and a source of pleasure. Therefore, to introduce children to participate a formative activity is not a skill development as an ability education, but to display their ability as an extension of play. Children do not draw objects as a visible fact, but they express a remembered and/or an interesting thing in subjective ways. This behavior is related to the right brain therefore it is possible to think them with art spontaneously. First of all, the brains are divided into the left brain and the right brain. If the left brain operates on basic abilities, the right brain is necessary to expand those abilities. There is the corpus collosum as a connecter and it takes part in the reciprocal action between the left brain and the right brain. In an operation of brains, there are differences between the left brain as a language brain and the right brain as an image brain, exchange and cooperate with each other. For the purpose of developing brains effectively, appropriate stimuli are necessary at the beginning time of brains developing. Therefore, diverse artactivities and methods of education are needed as appropriate stimuli in that time.

유아의 창의성을 길러주는 요리미술 프로그램 연구 : 만 5-6세를 중심으로

한지연 수원대학교 미술대학원 2010 국내석사

The society where we are living nowadays requires creative human who can make information and analyze it along with judging ability. The cooking activity among various activities for enhancing problem-solving ability along with creativeness has a merit in enabling provide many experiences with integrated education methods of various forms to infants. Therefore, the cooking activity to infants is a very effective and interesting one integrated with all fields while accompanying pleasures of eating food. By having opportunities of participating in the cooking rather than aiming at delicious foods, infant could feel sense of accomplishment, and enjoy interesting time of eating self-made food. Also, this cooking activity is not finished simply in the making process of foods, and is an effective learning in the integrated phases of educational courses such as shopping(society), calculating(mathematics), forecasting(science), reading cooking table(reading preparation), interaction between teacher-college(linguistic), proposition arrangement(health) and keeping thanks to foods(culture) etc. The effect of cooking art activity to infant’s creativeness could be arranged as followings. First, the integrated activity of cooking art was showed as making positive effect on infant’s creativeness fully. Through this result, the study found out a fact that abundant imagination, creativeness and problem-solving ability of infant can be nourished through various expanded activities such as fantastic cooking with creativeness by cooking activity, making cookbook, bakery game and cooker game etc. Second, as much as the cooking art activity was repeated, the linguistic expression on the taste, type and feeling were progressed into detailed and true forms, and the expression frequency was also increased. Also, infant showed confidence on various symbol activities, and used many vocabularies along with designing a lot of methods. Third, the infants were simply interested in the cooking just from doing it in the initial stage, and then they became to have more interests or made questions, and further making linkage with previous experiences and having opportunities of comparing and deducing the reason etc. Fourth, infants can grow imagination and creative expression by doing creative cooking through cooking art activity or carrying out expansion of various activities. Also, the integrated approach through language, juvenile drama, action and fine art etc. were contributed to development of infant’s creativeness, and promoted their originality. As shown above, consistent concerns and detailed practice plans on the integrated art activity are considered necessary, and also program development is needed in consideration of age of infants, regional conditions and socioeconomic level etc.