디자인전공 대학원생의 색채교육에 대한 인식 연구 - 중요도, 학습경험, 지도경험을 중심으로 -

Abstract

Background Currently, Korean color education lacks a convergent and systematic approach to color, as emotional approaches are emphasized only in art subjects and physical approaches are emphasized in science subjects. Moreover, in groups such as preschool, elementary and secondary schools, where there is little deviation in background knowledge and theoretical basic knowledge in color, there is relatively no difficulty in setting the direction or quality demand level of education, but in related majors of universities and graduate schools, there are so many variations between learners of color education, which makes it difficult for professors to plan and implement education. Under these circumstances, this study aims to draw up the deficiencies and complementary factors for color education in our country and suggest systematic ideas to improve them. Methods The problems with color education in our country were grasped based on research reports presented by relevant institutions and earlier studies, and the revised 2009 and 2015 curriculums were analyzed to find out the state of color education in elementary, middle and high schools and in colleges and graduate schools. To determine awareness of color education that was the major content of the study, 10 graduate students who majored in design and art and who acquired a master's or higher degree were investigated in September and October, 2019, using an inventory that consisted of 14 items that included basic items about experience and detailed open-ended ones which called for additional explanations. Result The findings of the study were as follows: First, the subjects considered learning about color very important because color was an integral element to recognize things and because it was an important thing that could be seen in everything at the same time. Second, they had experience of learning about color in college but they told they didn't have enough experience of taking practical courses. Concerning color theories, they pointed out that current major classes which provided an emotional and abstract understanding should be complemented by more physical and objective theoretical classes. In terms of practical education, they commented that existing education should change into the kind of education that could lead to practical work. Finally, they told it's a shame that the number of classes assigned to a semester(15 or 16 weeks) isn't sufficient enough to bring about such a change, and that many existing courses related to color education aim at preparing for certification acquisition such as that of colorist and eventually are standardized to ensure passing exams. In addition, they perceived that the publication of various related literatures is necessary as many textbooks are books on theories required for becoming a colorist and commentary books on past exam questions. Conclusion There are rapid changes in people's emotional adjectives of looking at the world along with the advancement of scientific technology. Accordingly, a shift into color education that reflects advanced theories and involves various practical work is urgently required. This study is expected to provide some information on the right direction for new color education at this point of time where the change of color education is demanded.