미술교육에 나타나는 비예술적 경향 고찰
Non Artistic Elements in Art Education and Art Making
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Current art education is losing its uniqueness in ways. The problem evolves from non-artistic views and approaches in art education. To address this issue, non-artistic view and approaches in both general art education and art making has been raised. Non-artistic elements raised in general art education are threefold: the perspective which doesn't consider the meaning of to be as matter, the attitude which focuses on philosophy of art education, and approach which relies on language too much. Non-artistic elements raised in art making are also threefold: the attitude which tries to control, to be decision makers, the attitude which teaches techniques and rules, the attitude which values on product rather than process. The more art education become intelligent, the less art education become vital. This is not at all say that dexterity, knowledge, and taste are unnecessary components of art that does move us. The result of this study is simple and clear. Art education should recover its uniqueness in general field and in art making To do this is establishing scholarly basic principles of art education and surviving of art education in formal education.
Abstract
Current art education is losing its uniqueness in ways. The problem evolves from non-artistic views and approaches in art education. To address this issue, non-artistic view and approaches in both general art education and art making has been raised. Non-artistic elements raised in general art education are threefold: the perspective which doesn't consider the meaning of to be as matter, the attitude which focuses on philosophy of art education, and approach which relies on language too much. Non-artistic elements raised in art making are also threefold: the attitude which tries to control, to be decision makers, the attitude which teaches techniques and rules, the attitude which values on product rather than process. The more art education become intelligent, the less art education become vital. This is not at all say that dexterity, knowledge, and taste are unnecessary components of art that does move us. The result of this study is simple and clear. Art education should recover its uniqueness in general field and in art making To do this is establishing scholarly basic principles of art education and surviving of art education in formal education.
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