미국 고등학교 미술과 수업에서 제2세대 DBAE 및 VCAE를 위한 인터넷 활용실태에 관한 조사연구 = Level and Effectiveness of Internet Use for Teaching Components in Second Generation DBAE and VCAE in High School Art Classrooms in the U. S.

국문 초록 (Abstract)

본 연구는 미국 고등학교 미술과 수업에 있어서 제2세대 DBAE 및 VCAE(시각문화 미술교육)를 위한 인터넷 활용실태를 조사하였다. 연구 결과에 따르면, 응답자들은 위의 미술교육 이론들에 기초한 미술수업을 위해 인터넷을 활발하게 활용하고 있으며 그 활용효과도 상당히 높은 것으로 나타났다. 제2세대 DBAE의 구성요소 중에서 특히 미술사를 위하여 인터넷을 활용하는 교사가 가장 많았고 그 효과도 가장 높았다. 이것은 인터넷이 현행 이해중심 미술학습에서 요구되는 미술품의 외적맥락에 관한 정보를 효과적으로 제공할 수 있기 때문일 것이다. 포스트모더니즘과 VCAE를 위하여 인터넷을 활용하는 응답자도 상당수에 달하였고 이를 위한 인터넷 활용효과에 대해서도 긍정적인 반응을 보였다. 따라서 인터넷 활용이 제2세대 DBAE 및 VCAE에 기초한 미술수업을 강화할 수 있음을 보여준다. 끝으로 미술교사들이 이러한 미술수업을 위해 인터넷을 활용하지 않는 다양한 원인들도 분석되었는데 그들이 제시한 문제점들은 웹기반 미술교육의 발전을 위해 개선되어야 할 것이다.

다국어 초록 (Multilingual Abstract)

As our society moves into global, technology-driven, information society, the expansion of the Internet has brought new content and new images to art curriculum. Art educators have insisted that the information technologies have great potential for enhancing art instruction based on The Second Generation DBAE and Visual Culture Art Education (VCAE). Although recent studies focusing on the Internet use in art education have confirmed that Internet access in American public schools has dramatically increased and the number of art teachers using the Internet for their instruction has continually increased, it has not been sufficiently examined how the Internet is used and how effective the Internet is for art instruction as reported by high school art teachers in Missouri, with an emphasis on the inclusion of components in The Second Generation DBAE and visual culture. Using the survey data The researcher finds that the majority of high school art teacher respondents in Missouri use the Internet for teaching a variety of components in the new form of DBAE such as the four disciplines of art, multiculturalism, postmodernism, and integration. The results reveal that the respondents use the Internet mostly for art history while about 40% use the Internet for teaching visual culture. The respondents also recognize that Internet use is most effective for teaching these components. This results also reveal that the art teacher respondents have various reasons for not using the Internet for teaching the components. The results seem relevant to art teachers who are willing to embrace the Internet to adopt the comprehensive approach to art education as well as visual culture.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 연구의 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• Ⅴ. 논의 및 결론
• 참고문헌
• Abstract

참고문헌 (Reference)

1 "시각문화에 대한 미학적 접근" 미술교육 : 3-6, 2002

2 "시각문화교육의 일환으로서 디지털영상에 관한 연구" 13 : 29-64, 2002

3 "시각문화 미술교육에 대한 고찰" 16 : 31-46, 2003

4 "미국의 최근 사례로 본 인터넷을 활용한 미술교육" 20 : 293-310, 2002

5 "Visual art/ virtual art: Teaching technology for meaning" 50 (50): 6-12, 1997

6 "The status of educational technology in the United States" 1 (1): 269-275, 2000

7 "The classroom use of technology since 1920" Teachers College press 1986

8 "The World Wide Web: Alice meets cyberspace" 49 (49): 19-24, 1996

9 "The Getty Center for Education in the Arts" 1991

10 "Teaching visual culture: Curriculum, aesthetics, and the social life of art" Teachers College, Columbia University 2003

11 "Second generation DBAE" 23 (23): 98-106, 1997

12 "Perspectives on the use of Internet in art classroom" 49 (49): 12-18, 1996

13 "Oversold and undersold: Computers in the classroom" Harvard University Press 2001

14 "Learning in and through art: A guide to discipline-based art education" The Getty Center for Education in the Arts 1998

15 "Internet use by teachers In The Jossey-Bass readers on technology and learning" Jossey-Bass Inc 2000

16 "Internet access in U.S. public schools and classrooms:1994-2000" 2001

17 "Interfacing hypermedia and the Internet with critical inquiry in the arts: Preservice training" 49 (49): 33-41, 1996

18 "Interactive technology: A tool for student-centered instruction in middle school art education" East Carolina University 2000

19 "Instructional use of the Internet by high school art teachers in Missouri" University of Missouri-Columbia 2003

20 "Inquiry-based teaching and using the World Wide Web" 50 (50): 1997

21 "Factors related to the level of instructional use of compute based technology by Missouri secondary art teachers" University of Missouri- Columbia 2000

22 "DBAE의 확장을 위한 인터넷 활용" 21 : 163-188, 2003

23 "DBAE: The next generation" 48 (48): 46-53, 1995

24 "Constructivism and technology in art education" 54 (54): 43-48, 2001

25 "Clarifying visual culture art education" 55 (55): 6-11, 2002

26 "Art education reform and new technologies" 49 (49): 4-, 1996

27 "An investigation of Nebraska art teachers' perceptions and usage of Internet technology" University of Nebraska at Omaha 1995

28 "A survey of the use of computer assisted instruction among Virginia art teachers" Virginia Commonwealth University 2001

29 "A survey of computer and electronic technology used by U K-12 teachers of art" 1998

30 "A model of implementing technology into art history education: artifacts in Cyberspace" 55 (55): 19-24, 2002

31 "A case for an art education of everyday aesthetic experience" 40 (40): 295-311, 1999