퍼스(Charles Sanders Peirce)의 3가지 기호유형에 따른 회화수업 지도 방안 연구 = A study on teaching method of drawing suing 3 sign types ofn charles sanders peirce

다국어 초록 (Multilingual Abstract)

Today, there are many examples that common languages for everyone in the world to understand easily and communicate are created as a visual image in a globalization and information age. A sign as such image hacked more deeply into a life of the modern people through media such as TV, Internet, and smartphone in modern society, so an ability to understand the sign is more necessary to the modern people. Therefore, the researcher studied a method to improve a learners’ ability to understand, appreciate, and express an image and a work of art in daily life that can be accessed through all sorts of media, and to instruct a conversation class using a sign to use it in a real education field. If results of the study are summarized, it is as follows. First, this study considered characteristics of 3 sign types such as icon, index, and symbol of Peirce becoming a theoretical background of the study. This study applied each characteristic of these sign types to an image and a work of art in daily life for a method to instruct a conversation class effectively, and suggested a systematic and phased method to instruct a class to reflect such characteristics in works of learners. Second, the study suggested a basic direction of the method to instruct a conversation class using a sign. This study suggested a basic direction of purpose of the study based on the theoretical background studied in advance, and wrote a guidance plan of a class including an introduction of the sign types. Third, based on an advanced theoretical study, the study devised a guidance plan of a conversation class with a sign in a real education field. This study developed a method to instruct an individual production art class and another method to instruct a joint production art class based on a study for the concept of sign and the trend of modern semiotics. The study is to make learners read a meaning of an image and a work of art in daily life and then express systematically by using a sign in an art activity. When an art education is systematically progressed with meaning by using a sign, this education will be a subject to enrich students’ thinking. This study hopes that increasing connectivity between art and life will derive not only motivation for students but also active participation of a class through such process.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 내용 및 방법 3
• 3. 연구대상 및 범위 4
• Ⅱ. 현대 기호개념의 흐름과 퍼스의 기호유형 5
• 1. 기호의 개념과 현대 기호학의 동향 5
• 1.1. 기호의 개념 5
• 1.2. 현대 기호학의 동향 6
• 2. 퍼스의 3가지 기호유형 10
• 2.1. 도상 11
• 2.2. 지표 12
• 2.3. 상징 13
• Ⅲ. 퍼스의 기호학을 활용한 미술교육의 가치 16
• 1. 퍼스 기호학의 교육적 의미 16
• 1.1. 예술 작품에 있어서 기호 유형의 적용 16
• 1.1.1. 도상적 표현 16
• 1.1.2. 지표적 표현 19
• 1.1.3. 상징적 표현 21
• 1.2. 기호학적 사고와 교육의 필요성 24
• 2. 미술교육 프로그램의 교육목표와 개발방향 25
• 2.1. 교육목표 26
• 2.2. 개발방향 26
• Ⅳ. 퍼스의 3가지 기호유형에 따른 회화 수업지도 방안 28
• 1. 기호학을 활용한 개별제작 미술 수업지도 계획 28
• 1.1. 학습목표 28
• 1.2. 학습지도계획 29
• 1.3. 학습지도안 32
• 2. 기호학을 활용한 공동제작 미술 수업지도 계획 41
• 2.1. 학습목표 41
• 2.2. 학습지도계획 42
• 2.3. 학습지도안 44
• 3. 수업지도 결과 및 평가 52
• 3.1. 학생작품 제시와 분석 52
• 3.1.1. 개별작품 52
• 3.1.2. 공동작품 57
• 3.2. 작품 감상지 제시와 분석 60
• 3.3. 수업 평가 63
• Ⅴ. 결론 및 제언 64
• 참고문헌 67
• 도표목록 68
• 표목록 68
• ABSTRACT 69