‘미적대상’과 세잔의 관계를 통해 본 학습자의 미술학습 의미로서 ‘미적 태도’와 교사역할
Teacher's Role and ‘Aesthetic Attitude' as Learning of the Fine Arts Based on Relations between ‘Aesthetic Objects' and Paul Cezanne
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The aesthetic object for Paul Cezanne just implied the object to be explored with the purpose and intention of expression, and provided an opportunity to successfully complete his work through processes associated with continuous perceptional judgment. The opportunity was converted to an aesthetic attitude that would be immersed in activities of the sensitive and perceptional judgment. Although the concept of ‘aesthetic attitude' is generally considered to have the meaning concerning the appreciation of beauty, it is also important to understand that attention has to be paid to disinterested, spatial appreciation of any object that will be perceived. If learners can aesthetically perceive every object they are facing in the process of learning fine arts, therefore, the object must be perceived as an aesthetic object. In addition, it can be assumed that their perception is able to be converted to a spontaneous aesthetic attitude. The purpose of this study is to examine the meaning of relations between learners and aesthetic objects, based on understanding of relations between Paul Cezanne and aesthetic object, and to explore the teacher's role and ‘aesthetic attitude' as a meaning of studying the fine arts. To achieve the purposes, this study was carried out by examining relations between learners and aesthetic objects, as well as relations between Paul Cezanne and aesthetic object. In addition, relations between aesthetic object and learners were examined not only to understand ‘aesthetic object' as the motive for studying the fine arts, but to know its relations with aesthetic attitude. Also studies were performed on the meaning of learners' aesthetic attitude as the attitude toward studying the fine arts, and the teacher's role concerning the attitude.
Abstract
The aesthetic object for Paul Cezanne just implied the object to be explored with the purpose and intention of expression, and provided an opportunity to successfully complete his work through processes associated with continuous perceptional judgment. The opportunity was converted to an aesthetic attitude that would be immersed in activities of the sensitive and perceptional judgment. Although the concept of ‘aesthetic attitude' is generally considered to have the meaning concerning the appreciation of beauty, it is also important to understand that attention has to be paid to disinterested, spatial appreciation of any object that will be perceived. If learners can aesthetically perceive every object they are facing in the process of learning fine arts, therefore, the object must be perceived as an aesthetic object. In addition, it can be assumed that their perception is able to be converted to a spontaneous aesthetic attitude. The purpose of this study is to examine the meaning of relations between learners and aesthetic objects, based on understanding of relations between Paul Cezanne and aesthetic object, and to explore the teacher's role and ‘aesthetic attitude' as a meaning of studying the fine arts. To achieve the purposes, this study was carried out by examining relations between learners and aesthetic objects, as well as relations between Paul Cezanne and aesthetic object. In addition, relations between aesthetic object and learners were examined not only to understand ‘aesthetic object' as the motive for studying the fine arts, but to know its relations with aesthetic attitude. Also studies were performed on the meaning of learners' aesthetic attitude as the attitude toward studying the fine arts, and the teacher's role concerning the attitude.
참고문헌 (34)
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