비고츠키 『예술심리학』에서의 <햄릿> 읽기- 카타르시스와 극적 상상력 교육 -

Abstract

Researchers have focused on relation to the character of the ‘Why Hamletdoes not avenge his father's’ until Vygotsky's <Hamlet> study. But Vygotskychanged topic from "why Hamlet~" to' why Shakespeare ~ '. This moving ofpoint of view can sees the situation of communication of the artist and theviewer Some picture seem as blurry because artist painted veil on picture. Theambiguity of <Hamlet> is revealed and placed on the same track by Vygotsky. He emphasized that <Hamlet> is not clearly revealed as the nature of lifebecause of the artist's the plan. In the past, Hamlet's weak character' or'indecisive' or 'spinelessness' has maintained the view. However, Vygotskyspecified Hamlet as careful but the strong character. 'Hamlet' behavior isthoroughly set in a process of solving the problem. Awareness of the problem,definition of the problem, setting of hypotheses, solving the problem, and theprocess of verification go through the process. In this process, the hypothesis isverified through a play-within-a play. At first the audience to feel the art butsecondly he should perceive more proactive and comprehensive imagination . Empathy through the process of looking into his own reflective activities will beavailable. Imagination in education is the result of a physical representation of theimagination in art education, and experience is eventually expressed throughimagination in the process of recognizing and learning the stimulation of work. At this time, art experience to express the feeling of physical and sensualexperience should be the ultimate catharsis, to experience the emotional life ofthe lead will enable.