비대면 미술교육에 있어서 온라인 원격 실기 수업의 유형별 도구 활용과 효과 연구 = In Non-Face to Face Art Education by Type of Online Remote Practical Class Tool Utilization and Effectiveness Study

다국어 초록 (Multilingual Abstract)

COVID-19 has confused the world and has caused major changes in all fields such as society, economy, education, culture and art. In school education, along with socio-economic losses, school attendance was interrupted and unprecedented online lessons began amid concerns about educational disparities. Online lessons started unprepared, adding to the confusion between teachers and students. Also differences in the educational environment of individual students and inadequate construction of the teaching environment for teachers led to a decline in the quality of education. This has resulted in severe educational disparities among students.
In particular, non-face-to-face lessons in art subjects have turned art education into a one-way character. Art subjects are subjects with handmade characteristics, and unlike other subjects, the percentage of practical lessons is high. In the process of education, teachers need to observe the process of student expression activities and provide immediate feedback, which is not easy in a non-face-to-face environment. Teachers and students cited the difficulty of two-way communication due to inadequate construction of the online lesson environment as the reason why non-face-to-face art lessons are not running smoothly.
Researcher considered solutions, noting that teachers spend a lot of time building non-face-to-face lesson environments and selecting media. In order to solve this, researcher raised the need to prepare standard environment settings for interactive online art practical lessons and to study practical lesson management plans. In addition, the purpose of the research was to create an environment for improving the quality of online art classes so that teachers can provide high-quality lessons that induce students' interest and voluntary participation in the lessons.
In order to understand the necessity of this study, researcher investigated the types of art lessons since the online class and the types and characteristics of art materials, tools, digital devices, and applications used by teachers and students. In order to understand the current state of online art class operation, reference materials, news articles, and online class casebooks published by the National Office of Education were analyzed, and research-related interviews were conducted with current middle and high school art teachers. Through interview analysis, it was possible to know the total class hours of art subjects conducted from the first semester of 2020 to the first semester of 2021 and the ratio of class operation in the areas of experience, expression, and appreciation. On the other hand, I was able to understand the types of lessons that are run based on the subject area and the difficulties that teachers are experiencing in non-face-to-face lessons. Based on the materials collected in the interview, the researcher navigated the equipment, tools, and applications suitable for non-face-to-face interactive practical lesson operation in order to build a standard environment for online art classes.
The researcher selected the tools and applications required for the lesson based on the compared and analyzed data, and prepared the standard environment settings for the remote actual lesson based on the experimental results. The equipment required for the real-time interactive art practice class is three monitors using a PC or laptop, a smart phone camera, a camera with a built-in laptop computer, a microphone, a light, a tablet PC, a smart touch pen, a tripod, and a vertical shooting stand. It consists of a hub and a mirroring system. In order to prepare standard environment settings and investigate the effects of Elements specific to each type of practice specialization elements and environment setting, we divided the art practice types into four and presented an example of a lesson plan that can be used in actual art classes.
In the on-tact era, remote systems have become an indispensable element. The standard setting for non-face-to-face remote art practice classes proposed by researcher is to prepare for another infectious disease that cannot be predicted in the future. We hope that the results obtained in this research will be usefully utilized in the actual field of art education and that online art practical lessons will be effectively managed.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 배경과 목적 1
• 2. 연구의 방법 및 내용 4
• Ⅱ. 미술교육의 패러다임과 디지털 시대의 교육 6
• 1. 표현 매체와 교육환경 6
• 가. 표현 매체로서 전통 매체와 디지털 매체 12
• 나. 교육환경으로서 대면 수업과 비대면 수업 15
• 다. 미술 실기 수업에 있어서 비대면 수업의 한계 18
• 2. 온택트 시대의 도래와 디지털 시대의 미술교육 22
• 가. 디지털 시대의 교수-학습 방법 26
• 1) e-러닝(electronic learning) 27
• 2) 스마트 러닝(smart learning) 28
• 3) 블렌디드 러닝(blended learning) 29
• 4) 플립러닝(flipped learning) 32
• Ⅲ. 비대면 원격 미술 실기교육에 필요한 온라인 협업 활동 도구 35
• 1. 비대면 원격교육의 정의와 구성 35
• 가. 비대면 쌍방향 원격 미술 실기교육의 사례 39
• 2. 비대면 쌍방향 원격 교수-학습활동 도구 48
• 가. 화상회의 플랫폼 48
• 1) 줌(Zoom) 50
• 2) 구글 미트(Google meet) 51
• 3) 팀즈(Microsoft teams) 51
• 4) 짓시 미트(Jitsi meet) 51
• 5) 웹엑스(Cisco webex) 52
• 6) 웨일온(Whaleon) 52
• 나. 미술 실기 수업 도구 53
• 1) 평면 드로잉 & 3D 입체 모델링 53
• 가) 어도비 포토샵(Adobe photoshop sketch) 55
• 나) 어도비 일러스트(Adobe illustrator draw) 55
• 다) 오토데스크 스케치북(Autodesk sketchbook) 56
• 라) 휴이온(Huion) 56
• 마) 노마드(Nomad) 56
• 바) 틴커캐드(Tinkercad) 57
• 2) 실시간 작품 감상 및 발표 도구 57
• 가) 구글 아트 앤 컬처(Google arts & culture) 58
• 나) 패들렛(Padlet) 59
• 다) 띵커보드(Thinkerboard) 60
• 3) 콘텐츠 제작 및 영상 편집 도구 60
• 가) 블로(VLLO) 61
• 나) 키네마스터(Kine master) 61
• 다) 미리캔버스(Miricanvas) 61
• 라) 캔바(Canva) 62
• 4) 이론학습 확인 및 평가지 62
• 가) 라이브워크시트(Live worksheet) 63
• 나) 카훗(Kahoot) 63
• 다) 띵커벨(Thinkerbell) 64
• 다. 비대면 쌍방향 실기 수업 콘텐츠 운용 필요 장비와 시스템 64
• 1) 데스크톱컴퓨터 및 스마트 기기 64
• 2) 카메라 및 웹캠 65
• 3) 마이크 65
• 4) 펜 태블릿 및 스마트 터치 펜 66
• 5) 기타 장비 66
• 6) 미러링 시스템(Mirroring system) 67
• IV. 비대면 온라인 원격 미술 실기 유형별 수업환경과 효과 69
• 1. 화상 평면 실기 수업 69
• 가. 전통 매체를 활용하는 평면 실기유형 70
• 나. 디지털 매체로 제작하는 평면 실기유형 76
• 2. 화상 입체 실기 수업 81
• 가. 전통 매체를 활용하는 입체 실기유형 81
• 나. 디지털 매체로 제작하는 입체 실기유형 84
• 3. 유형별 환경에 따른 효과 88
• 가. 실기 유형별 특화 요소와 환경설정 89
• 나. 원격 실기 수업 진행의 표준 환경설정 도출과 효과 91
• Ⅴ. 결론 98
• 참고문헌 102
• 부 록 105
• Abstract 143