전환기 유럽 미술교육의 시각변화

• 영문명: The exchange of the perspective in the art education
• 발행기관: 한국미술교육학회
• 저자명: 김경순(Kim Gyong-Soon)
• 간행물 정보: 『미술교육논총』미술교육논총 제17권, 15~32쪽, 전체 18쪽
• 주제분류: 예술체육 > 미술
• 파일형태: PDF
• 발행일자: 2003.12.01

국문 초록

유럽의 미술교육이 전환기를 맞는 시기는 네 번으로 19세기·20세기 초, 1970년대, 그리고 대략 1985-1990년 그리고 다시 1995-2000년까지로 볼 수 있다. 19세기 미술교육의 전환은 아동화에 대한 연구와 경제와 산업이 발달함으로 발생했던 생산디자인 문제와 관련했다. 20세기 초에는 아동의 창의성과 천재성이 아동화를 통해 인식되어 개혁교육을 가능하게 하였다. 1970년대에는 미술교육이 한편에서는 사회구조의 변화와, 전자매체의 발달로 인한 계몽적이고 통합적 간학문적 미적 교육이, 다른 한 편에서는 시각적 대화가 매체 교육을 과격히 주장하며 정착한다. 그리고 마지막으로 독일어권을 중심으로 대략 1985-2000년에 미술교육의 전환기는 교안 개정준비기간과 병행한다. 이때는 미술교육이 그 정당성에서 심한 의문을 받으며 '미적 교육'과 '그림교육'으로 그 성격이 굳힌다. 주요어 : 미술교육 전환기, 시각적 대화, 미적 교육, 그림교육

영문 초록

The subject of this study deals with the history of the exchange of the perspectives in European art education and the reason of those. In the history of art education, there are four phases requiring changing its function and aim for serving economy. In 19th century western Europe, the people in politics and economy realized the competence of art education for product design. They were supposed also to change the school system. So drawing lessons had gone in the ordinary school and many, many vocational schools opened up. At the beginning of the 20th century, there was a big movement from the teachers for art education in the Germany. Their theses went on that the teachers for art education should teach to the children drawing with original design and according to the observation of the real object. They brought the reform to pedagogy throughout the whole school system. The changing the perspective of art education came out from itself. Super The third phase arose in the 1970's. There were a few researchers for art education who required art education to change the whole contents of the 'art' in visual communication. They asserted that the contents and activity of art education were unreasonable and didn't have any relation to the real problem. They said further that it brought the children in the cultural and social illiterate, which means that the children can't 'read; the visual images out of the medium. The debate was very hard in the area of art education at the time. This research group took a very important step in the history of visual literacy. Visual communication as a new perspective in art education gave possible conviction to the future. We must remember the past; art education had many names, many researches for the didacticism and the definition of the subject name "aesthetic education". That was a good deal. The fourth phase of the perspective exchange in art education broke out between 1985-1990 and 1995-2000 years. These two periods are concerned with providing the exchange of the curriculum. The people in this meeting asked a question on the change of the position in art education out of the cardinal subjects in the school. Because there are a few subjects that have arisen which demand more than art education in the economical world. So, the experts and teachers for art education realized the problem and its situation. They met together in a forum made of representatives from all of the states in Germany and made known their theses for the future of art education in schools. Their theses have clear contents, definition of subject and prospective goals. The direction of art education in the 21th century is image education and aesthetic education and its competence what is different from the aim of aesthetic education in the 20th century, Key words : exchange of the perspective in art education, visual communication, aesthetic education, image education, media competence, image competence

목차

1. 서문

2. 19세기에서 20세기 중반까지 전환기

3. 1970년대 미술교육의 전환

4. 1985년 이후 미술교육의 새 방향

5. 1999년 BDK-성명서 "그림세계"

6. 종합

참고문헌