Lefèbvre의 공간생산론을 적용한 조형표현과 교육

Abstract

The purpose of this study is to propose a method of formative education using Henri Lefèbvre's space production theory. For this purpose, a literature study was conducted on the writings of Lefèbvre, who em - phasized the dialectical dynamics of space, and the works of various scholars on the visual culture express- ing space. Currently, various approaches to space are being tried. Traditionally, there are physically ap - proaching space, psychological (spiritual) approaching, and socially approaching. In modern times, there are active attempts to take a psychosocial approach away from a physical one. Among them, Lefèbvre is a rep- resentative scholar who expanded space psychologically and socially. Lefèbvre expanded the space psycho - logically and socially, but the aspect of expanding it from the psychological point of view to the social point of view is large. His theory of dynamic space is the theory of space production. The dynamic characteristics of space can be explained again by spatial triadism. Spatial triadism presents cognition, perception, and ex - perience of space. A perceived space becomes a spatial practice, a perceived space is a space representa - tion, and an experienced space is a representation space. Spatial practice, space representation, and repre- sentation space can be applied to realistic formative activities. Spatial practice can be a way of seeing space, space representation becomes perspective, the concept of space, and representation space becomes a space sculpture that presents space realistically. The perspective method for space can be applied by dividing it in - to moving perspective and fixed perspective in the formative world, and the perspective method for space can be applied as perspective perspective and three-way perspective in the formative world. And the realistic expression of space can be applied in the formative world as a habitus expression and an intuitus expression. In this way, Lefèbvre's spatial triad will be an opportunity to more analytically and broadly un - derstand formative activities that visually express space. Also, if these attempts are applied to space educa- tion, a convergence approach to space will be possible. Education that combines Lefèbvre's theory of space with formative activities can accommodate the educational trend emphasizing the field of life and the ex- pectation of education emphasizing convergence thinking. Lefèbvre's social space is called space production theory. The core theory of space production theory is that cognition, perception, and experience of space work cyclically. His cyclical space theory can be applied to formative activities expressed in space. If such efforts are applied to education, space becomes the subject of education and education and life are integrated. And an integrated approach to space will strengthen convergent thinking capabilities.