‘체화된 인지(Embodied Cognition)’로서의 시각적 은유와 내러티브 사고에 기반한 초등학교 사진수업 사례
Adopting Embodied Cognition Theory in the Elementary Photography Class with a Focus in Visual Metaphor and Narrative Thinking
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This study has examined the possibility of adopting embodied cognition theory in the elementary photography class. During the 1960s and 70s, researchers in art education drawn from the first generation of cognitive theories tried to explain the artistic activities as a cognitive process. But they showed their limitation to explain such bodily cognition as visual perceptions. Recently, the second generation of cognition called embodied cognition theory or extended mind has attempted to provide a very supportive ground for unique cognitive aspects of art education. Drawn from Lakeoff and Johnson’s embodied cognition theory, Efland partly discussed cognitive perspectives discussing visual metaphor and narrative thinking as cognitive instrument of applying artistic imagination. This paper attempted to adopt their theories to art practices. The one of co-authors of this study have offered ten 6th grade elementary students with an opportunities to explore the visual metaphor and narrative thinking by creating their own photographic stories. In the photography class, the elementary students could apply image schema as embodied cognition, which is rooted in our bodily experience to construct photographic stories as an integration of the text and images. The children have shown in their photographic stories that they understand the world around them through their bodily sensations. Thus, this study is important for exploring visual metaphor and narrative thinking in terms of adopting such new cognition theory to suggest a specific curriculum example.
Abstract
This study has examined the possibility of adopting embodied cognition theory in the elementary photography class. During the 1960s and 70s, researchers in art education drawn from the first generation of cognitive theories tried to explain the artistic activities as a cognitive process. But they showed their limitation to explain such bodily cognition as visual perceptions. Recently, the second generation of cognition called embodied cognition theory or extended mind has attempted to provide a very supportive ground for unique cognitive aspects of art education. Drawn from Lakeoff and Johnson’s embodied cognition theory, Efland partly discussed cognitive perspectives discussing visual metaphor and narrative thinking as cognitive instrument of applying artistic imagination. This paper attempted to adopt their theories to art practices. The one of co-authors of this study have offered ten 6th grade elementary students with an opportunities to explore the visual metaphor and narrative thinking by creating their own photographic stories. In the photography class, the elementary students could apply image schema as embodied cognition, which is rooted in our bodily experience to construct photographic stories as an integration of the text and images. The children have shown in their photographic stories that they understand the world around them through their bodily sensations. Thus, this study is important for exploring visual metaphor and narrative thinking in terms of adopting such new cognition theory to suggest a specific curriculum example.
참고문헌 (41)
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