군터 오토의 미학적 교육 교수법

• 영문명: Gunter Otto"s didacticism of Aesthetic Education
• 발행기관: 한국미술교육학회
• 저자명: 김경순(Kim Gyong-Soon)
• 간행물 정보: 『미술교육논총』미술교육논총 제20권 1호, 293~340쪽, 전체 48쪽
• 주제분류: 예술체육 > 미술
• 파일형태: PDF
• 발행일자: 2006.04.01

국문 초록

  본 논문은 군터 오토의 미학적 교육 교수법에 대해 그의 대표적인 세권의 저서를 중심으로 크게 네 가지 목표를 두고 다룬다. 첫째, 오토의 미학적 교육 교수법이 나오기 전의 1950년대에서 70년대 미술교육계의 상황과 변화 요인을 다룬다. 둘째, 오토의 미학적 교육에 내재되어 작용하는 주요 개념을 다룬다. 셋째, 오토의 1974년의 미학적 교육 교수법을 다룬다. 넷째, 오토의 1987년의 해석교수법과 그 원리를 다룬다. 이와 같은 네 목표를 통해 종합적으로 오토의 미학적 교육 교수법이 우리나라 미술교육에 시사하는 점은 무엇인가를 다룬다.

영문 초록

  My study treats three books of G. Otto, a German researcher of Pedagogy and didacticism: "The didacticism of Aesthetic Education (1974)", "The Interpretation(1987)", and "The Teaching and Learning Between Didacticism and Aesthetics: Didacticism and Aesthetic(1998)". The aim of the study is to study the didacticism of Aesthetic Education by Otto. The study has five problems to solve. 1. What happened from the "50s to the "70s in the area Art Education? The historical background of that example helps explain the research that is based on the didacticism of Aesthetic Education Otto"s concerned with 2. What are the base concepts of the didacticism of Aesthetic Education? 3. What is the interdisciplinary didacticism of Aesthetic Education by the "Didacticism of Aesthetic Education 1974" of Otto and its principle? 4. What is the procedural interpretation for didacticism by the "Interpretation"? 5. What is the relevance of Otto"s didacticism for Korean Art Education?   From the "50s to the early "70s dominated Art Education in context of Schiller"s Art Education understood wrong. Thereby they were heavy critics on that by cardinal representative for visual communication. They claimed Art Education conveys art as art for art. They understood such Art Education as an unproductive subject for the future of the students. Their claim was accepted without problem at the high school level. Otto agreed with their assertion.   Otto"s didacticism of Aesthetic Education based on the socialist theory of Koenig, Adorno, Eco, Cassirer, Heimann, etc. The principle of Otto"s didacticism in the "70s is basically more centered, self-decided by learning groups, emancipated from the hindrance of social life and all side development of the student. Otto said Aesthetic Education and didacticism are interdisciplinary. The context system comes out of Hoffmann"s art theory. According to the theory of the context system, the teacher has to classify necessary contents and connect that with the interdisciplinary aspects. The context system helps to discuss or shape political or social or economical or semiotic problems in a new version. These didacticism is aimed to socialization and emancipation of the students. The class form for that is even interdisciplinary.   Interpretation didacticism comes in the 1987 year. The theory is concerned with semiotics. Its main focus is on clear procedure in the interpretation method. The main procedures are discussion in speaking and writing, painting in series, collection on the learning matter and making the perspective. Each process has a didactic problem. The discussion means speaking about what students see in a picture and what is it concerned with and what is reminds them of. The students talk and write freely about what they see. Painting in series is an activity for solving the problems that come out of the activity with discussion and writing about the picture. The problems show us what the students see through the picture, so they have to solve their problems in a series of pictures. Also the interpretation means not only speaking on the picture that is treated in the class, but also speaking on their personal problems through the pictures. The reason for the procedural interpretation is aimed at the fact that the students have to use their rationality and sense in both sides and decide the object thereby without prejudice. So they take the viewpoint of other people and come to be emancipated from monopoly sight and socialized.   The didacticism of Aesthetic Education by Otto conveys many perspectives for Korean Art Education. First, the didacticism of Otto is a model for researching the didacticism of Art Education and base material for the scientist theory. Second, the aim of Art Education has to be education of rational though the using the senses. Third, the interdisciplinary didacticism of

목차

〈요약〉
Ⅰ. 서문
Ⅱ. 1950-1970년대 독일 미술교육의 상황
Ⅲ. 오토의 미학적 교육의 주요 개념 이해: 70, 80, 90년대
Ⅳ. 오토의 미학적 교육 교수법
Ⅴ. 해석교수법
Ⅵ. 종합
【참고문헌】
【Abstract】

키워드

미학적 교육 교수법 간학문적 간학문적 수업 관련체계 해석교수법 Aesthetic Education didacticism of Aesthetic Education interdisciplinary interdisciplinary class context system didacticism of interpretation