미적 경험의 특성에 따른 무용교육과정에 관한 연구
The Study on Dance Education Curriculum Based on the Characters of Aesthetic Experience
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Dance works induce aesthetic experience, which contributes to the worthwhile values in human experience. Considering that the fundamental purpose of education is to develop worthwhile dispositions, the general purpose of dance education in the elementary and secondary schools should be the development of a disposition to appreciate dance works. Then, it is obvious that dance education curriculum should be designed to reflect the characters of aesthetic experience in order to serve the general purpose of dance education. Then, this study purposes to analyze the characteristics of aesthetics experience, and propose dance education curriculum based on those characters. Aesthetic experience of dance works has two important characters: functional and cognitive. The functional character suggests that dance education curriculum include skills related to creation, communication, history, and criticism realms. The cognitive character suggests that dance education curriculum consist of four phases: familiarization, expansion of perceptual capacities, development of interpretative capacities, and development of critical capacities. It is expected that as learning phases proceed, students attain more abilities to appreciate dance works.
Abstract
Dance works induce aesthetic experience, which contributes to the worthwhile values in human experience. Considering that the fundamental purpose of education is to develop worthwhile dispositions, the general purpose of dance education in the elementary and secondary schools should be the development of a disposition to appreciate dance works. Then, it is obvious that dance education curriculum should be designed to reflect the characters of aesthetic experience in order to serve the general purpose of dance education. Then, this study purposes to analyze the characteristics of aesthetics experience, and propose dance education curriculum based on those characters. Aesthetic experience of dance works has two important characters: functional and cognitive. The functional character suggests that dance education curriculum include skills related to creation, communication, history, and criticism realms. The cognitive character suggests that dance education curriculum consist of four phases: familiarization, expansion of perceptual capacities, development of interpretative capacities, and development of critical capacities. It is expected that as learning phases proceed, students attain more abilities to appreciate dance works.
참고문헌 (15)
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