학생미술작품의 자기이해 및 감상을 위한 교수공법

• 영문명: A Teaching Technique for Helping Students Understand and Appreciate their Art Work
• 발행기관: 한국조형교육학회
• 저자명: 노부자
• 간행물 정보: 『조형교육』제4호, 29~34쪽, 전체 6쪽
• 주제분류: 예술체육 > 미술
• 파일형태: PDF
• 발행일자: 1988.11.15

영문 초록

It may be difficult to understand their own art works as well as to understand the art works which are created by others. Therefore, we, teachers of art, have a responsiblity for helping students to understand their own art works because selfcriticism is an important step toward artistie independence. Of course, outside criticism can be valuable because it encourages students to reflect on their works, but it can not substitute for the students' own evaluation. It seems that the teachers of art have succeded to teach how to produce a beautiful art works but they usually fail to teach students how to comprehend their own works and accomplishments. How can students be taught to see and feel in their own art a sense of beauty and begin to understand its possibilitics? How can students get to know their own work better? Answers to these questions are not simple and have far reaching implications for the design of an art lesson. However, there seem to be some pratical techniques which can be used by art teachers to helpstudents attain a greater understanding of their art works. First, by making students understand two equally important goals for art instruction: encouraging students to engage in the production of art work, and guiding them to respond to their art work. Second, by making students involve in at authentie art appreciation approach which requires students to judge and defend judgements about art, we can succeedin enlisting and maintaining this vital students involvement. Further, this involvement may well lead students to a point where individual judgements are made and defended by exhaustive critical examinations about their own art works. This art appreciation approach (the critical and/or historical domains of art) can be regarded as a method of teaching students how to teach themselves through and about art. Third, by making students refer back to one's objectives and goals which are derived from the problem of the artists and the art process w