미술 감상 비평 교육의 교수법 비교 연구
A Comparative Study on Instructional Methods of Art Appreciation and Art Criticism
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초록
본 연구는 펠드먼의 미술 비평 모델을 비롯한 ‘단계’로서의 비평 교수법과 ‘탐구’로서의 미술 비평 교수법을 검토하고자 한다. 미술 비평의 기초인 기술, 해석, 평가의 요소들이 교수학습 상황에서 다양하게 적용된 연구들을 비교해 본다. 나아가 교실에서 수행되는 미술 비평 수업이 언어적 학습 활동으로 단순화되는 문제점을 지적하고 듀이와일련의 미학적 접근을 기초로 지각과 사고력 중심의 탐구로 보는 관점들을 살펴본다. 이를 토대로 우리의 미술 비평 교수법 개발과 실천으로 연계되기 위한 고려해야 할 점을 제안하고자 한다.
Abstract
Art criticism is advocated for many reasons, among them that art criticism may act as aids for visual literacy; that art criticism may encourage the exercise of cognitive and affective process for providing systematic approaches for artworks. Although art education literature available on the subject is expansive, it is limited to art criticism model of Feldman in Korea. However, its weaknesses of it as a formalist approach mainly to concern for visual elements and analysis are pointed out. This study addresses review of literature related to art criticism model of Feldman and other models adapting Feldman’s consisting description,analysis, interpretation, and evaluation of artworks. Among the difficulties that might be ascribed to existing approaches is the lack of an explicit foundation upon which to build critical inquiry rather than just implementing talking and writing about artworks. Grounding art criticism upon pertinent field of inquiry, such as aesthetics and perception, could prepare students to defend critical decision and justify positions held, as well as a frame of reference for critical methods. Aesthetic approaches to art criticism methodology could be inquiry by Dewey and others. Phenomenological methods as aesthetic inquiry could be involving five components: receptiveness, orienting, bracketing, interpretive analysis,and synthesis. Geahigan proposes critical inquiry by translating Dewy’s idea on aesthetic experience into classroom instruction rather than art criticism as a procedure. Personal response activities, concept and skill activities, and student research activities are labeled for strategies teachers can employ to stimulate critical reflection. Finally this article addresses implications for Korean art educators to conceptualize art criticism pedagogy based on art criticism and education and to implement into classroom practice.
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