교과와 미술 통합 수업에서의 예술적 특성
The Artistic Qualities of Integrated Teaching of Subject and Art
2
조회
0
다운로드
13
인용
0
참고문헌
키워드
초록
The initiative of the research was to discover a way of instruction that teaches educational materials in artistic methods. Researchers studied the possibilities of integrating art into each educational subject through pre-education. Using the previous theoretical structure basis, researching instructors searched for models of art integrated educational instruction methods that can be executed within the limited class room perimeters, and presented the possibility of art integrated education through the instructional methods. Such method allows learning to take place as cohesion between intuition and reasoning, feeling and sensibility with knowledge occurs reciprocally; therefore when such knowledge expands to new horizons and education continuously deepens, it can be stated that the artistic characteristics habe finally been attained. So, it has been deducted that for the artistic characteristics of the art-education incorporated instruction, that it should include processes of imagination, individuality, experiencing sense of the media, communication and sympathy, reconsideration processes, and questioning processes. All curriculum was designed to apply the above qualities. Classes were recorded by instructors and later analyzed based on the artistic qualities. The result of the analysis revealed that a more detailed methodology would be necessary to realize the artistic qualities within the course and to engage the students. In conclusion, this research has discovered the educational effect and meaning of artistic activities as a method of teaching-learning through empirical application.
Abstract
The initiative of the research was to discover a way of instruction that teaches educational materials in artistic methods. Researchers studied the possibilities of integrating art into each educational subject through pre-education. Using the previous theoretical structure basis, researching instructors searched for models of art integrated educational instruction methods that can be executed within the limited class room perimeters, and presented the possibility of art integrated education through the instructional methods. Such method allows learning to take place as cohesion between intuition and reasoning, feeling and sensibility with knowledge occurs reciprocally; therefore when such knowledge expands to new horizons and education continuously deepens, it can be stated that the artistic characteristics habe finally been attained. So, it has been deducted that for the artistic characteristics of the art-education incorporated instruction, that it should include processes of imagination, individuality, experiencing sense of the media, communication and sympathy, reconsideration processes, and questioning processes. All curriculum was designed to apply the above qualities. Classes were recorded by instructors and later analyzed based on the artistic qualities. The result of the analysis revealed that a more detailed methodology would be necessary to realize the artistic qualities within the course and to engage the students. In conclusion, this research has discovered the educational effect and meaning of artistic activities as a method of teaching-learning through empirical application.
참고문헌 (34)
- 강동수, "근대의 상상력 이론: 상상력의 기능과 근원", 철학논총, 3(45), pp.3~26 (2006), 새한철학회
- 김재철, "상상의 현상학", 철학논총, 1(47), pp.35~60 (2007), 새한철학회
- 고승혜, "미술" (2002), (주)두산
- 교육인적자원부, "교육인적자원부 고시 제2007-79호〔별책 1〕 초.중등학교 교육과정" (2007), 대한교과서 주식회사
- 교육인적자원부, "3학년 사회" (2007), 대한교과서주식회사
- 교육인적자원부, "3학년 미술" (2007), 대한교과서주식회사
- 교육인적자원부, "5학년 국어" (2007), 대한교과서주식회사
- 교육인적자원부, "5학년 미술" (2007), 대한교과서주식회사
- 교육인적자원부, "초등학교 교사용 지도서 국어 5" (2007), 대한교과서 주식회사
- 교육인적자원부, "초등학교 교사용 지도서 미술 3" (2007), 대한교과서 주식회사
- 교육인적자원부, "초등학교 교사용 지도서 미술 5" (2007), 대한교과서 주식회사
- 교육인적자원부, "초등학교 교사용 지도서 사회 3" (2007), 대한교과서 주식회사
- 김정선, "매체에 대한 시각문화교육적 접근", 미술교육논총, 19(3), pp.65~82 (2005), 한국미술교육학회
- 김정선, "초.중등학교 교과 통합형 문화예술교육 모형개발 연구", 조형교육, 32(32), pp.1~36 (2008), 한국조형교육학회
- 김정희, "미술" (2002), 교학연구사
- 노영자, "미술" (2002), (주)교학사
- 노용, "시각문화의 미적 경험과 초등미술교육", 조형교육, 26(26), pp.137~160 (2005), 한국조형교육학회
- 초․중등학교 교과 통합형 문화예술교육 수업연구: 교과-예술 통합형 문화예술교육 교수-학습 과정 안 개발, "미술교육 연구모임 사이", 한국문화예술교육진흥원, ~ (2009)
- 박정유, "해석학적 관점의 비평적 읽기를 통한 아동의 미술상징 변화과정에 관한 실행연구", 석사, pp.2005
- 변영계, "교수학습이론의 이해" (2008), 학지사
- 송순재, "쉬프랑어(Spranger)의 교육학적 과제로서의 개별성", 신학과 세계, 29, pp.232~253 (1991)
- 이경섭, "교과통합의 연구" (1993), 교육과학사
- 이주하, "바슐라르와 뒤랑의 상상력 재발견과 그 교육적 함의", 교육철학, 34(34), pp.351~390 (2008), 한국교육철학회
- 이현주, "Bollnow의 “교육적 분위기”개념을 통해 본 어린이-교사 관계론", 열린유아교육연구, 8(4), pp.293~315 (2004), 한국열린유아교육학회
- 이현표, "미술" (2002), (주)대한교과서
- 임규혁, "교육심리학" (2007), 학지사
- 진중권, "놀이와 예술 그리고 상상력" (2005), 휴머니스트
- 천정미, "Dewey의 미적 경험이 예술교육에 주는 시사", 교육사상연구, 16, pp.99~115 (2005)
- 하선규, "칸트의 미적 경험의 본질적 계기에 대한 분석, 미학" (2007), 책세상
- Anderson, T, "삶을 위한 미술교육" (2005), 예경
- Dewey, J., "민주주의와 교육" (1996), 교육과학사
- Lubart & Guignard, "창의성" (2009), 학지사
- McLuhan, M, "미디어의 이해" (2002), 민음사
- Weisberg. R. W., "창의성: 문제 해결, 과학, 발명, 예술에서의 혁신" (2009), 시그마프레스