반응 탐구 감상 모형 제안: Geahigan의 감상 방법을 중심으로

Abstract

In the meantime, the importance and necessity of appreciation education in our art curriculum has gradually expanded, and in the process, the direction of appreciation education has been revised and various appreciation methods have been proposed accordingly. In general, art appreciation is recognized as an activity based on knowledge about artworks and artists, and appreciation classes were also conducted as a way to learn related knowledge. However, the direction of recent curriculum revisions is toward increasingly accepting and expanding the possibility of viewers' subjective viewpoints and interpretations. In particular, in the 2022 revised art curriculum, in order to emphasize students' subjective understanding and interpretation when appreciating art, it was proposed to move away from the teacher-led questioning and appreciating method and allow students to ask questions about the work themselves and take the lead in appreciating the work. However, despite this trend of change in appreciation education, the proportion of appreciation education in current school education is still small, or even if appreciation classes are conducted, appreciation that accommodates students' diverse perspectives and interpretations is not well achieved. One of the reasons for the gap between changes in curriculum and appreciation theory and our educational field is the absence of an appreciation education model that can be easily applied in the field, and in particular, rich exploration of appreciator responses and meaningful appreciation based on that. Aware of the problem of the absence of an appreciation education model that leads to activity, this study examined the current trends in art appreciation education and modified Geahigan's appreciation method among several appreciation education models to allow for a richer exploration of appreciators' responses suggested.