한국아동미술교육의 변천과정과 최근 동향에 관한 고찰

서지정보

ㆍ발행기관 : 한국아동미술학회 ㆍ수록지정보 : 아동미술교육 / 1권
ㆍ저자명 : 서분순

목차

Ⅰ. 서론
Ⅱ. 아동미술교육의 정의
Ⅲ. 우리나라 아동미술교육의 변천과정
Ⅳ. 아동미술교육의 최근동향
Ⅴ. 결론

한국어 초록

세계 아동미술교육의 발전 과정을 살펴보면 1950년대까지 미술교육에서 가장 중요시했던 개념은 창의성이었다. 창의성을 중시하는 미술교육은 어린이들의 자유로운 표현활동을 통해 그들 속에 내재되어 있는 창의력을 계발하고 신장시킬 것을 목표로 하고 있기 때문에 자연히 그 지도방법으로써는 어린이의 자유를 존중하고 가능한 간섭을 피하도록 요구될 수밖에 없었다. 따라서 교사는 어린이들의 활동을 지켜보기만 하면 되는 것으로 여겨졌고, 또한 그 결과 완성된 작품도 잘되고 못된 것의 차가 격심하거나 혹은 각양각색의 다른 경향을 띠기도 하여 그것들을 어떻게 판단하고 평가하는 것이 좋을지 모호하기만 한 현실을 많은 교사들은 일선 현장에서 경험해야 했다. 그러나 이런 미술교육은 1960년대 이후 미술을 어린이들에게 가르칠 수 있는 지식의 체계로 바라보아야 한다는 의견이 대두되면서 그 동안의 미술교육은 정확하고 과학적인 분석이 부족했고, 자기표현과 제작과정에서 너무나 창의성만을 강조해 왔기 때문에 교사의 역할이 소극적이었다는 비판을 받게 되었다.

영어 초록

At present, education of child art in Korea has been developed toward the way of building human character, emotionality and training creativity and appreciation ability, as well. Korean child art education is consisted of three aspects, which are artistic experience activity, expression activity, and appreciation activity.
The ultimate objective of child art education, however, is not training our children as art specialists, but raise them as balanced human beings who have abilities to appreciate beauty of universe and cherish tradition, with imaginative, creative and critical power.
For 36 years since the year of 1910, our art education was controlled by Japanese, which put emphasis on only portrayal works, rather than focus ultimate goals of art education. Even during the period after Japanese occupation was ended, the trend of art education could not break away from the Japanese descriptive drawing practice due to the fact that there were only teachers who studied in Japan. In that period, the art education overlooked reconstruction of our nations strength.
For the period from 6.25 incident up to the end of 1950, the Ministry of Education invited Peabody educational mission from America and was scheming to reform teacher education system. With this effort, our art education became to realize its true objective of building human characters.
Since the government announced first official education policy, there were 7 amendments in art education policy of Korea and realistically, these amendments were significantly influenced by various foreign trends. Because, most of scholars and professors who teach future art teachers studied abroad and implicated foreign methods without consideration of our own tradition and failed to select suitable methodology among them. This resulted in disregard of appreciation and succeeding to our traditional art.
Fortunately, there was a desirable movement among art education leaders and those ideas were reflected from the 5th amendment of education policy, which focused more on self-independent philosophy of art education emphasizing succession of good traditional cultural heritage to plant self-pride to children.
Especially, the area of living & Art was added in 6th amendment, thus it showed educational intention to connect art activities to actual living experiences.
For 7th amendment, there invented comprehensive art education program comprised of art production, aesthetic, art history, and art criticism. This program made it possible to pursue continuous and systematic art education.
As seen above, the ultimate objectives in art educations is developing creativity of children and raise our children to adapted themselves to the society, in other words, as balanced human beings to show their own abilities in each field. Therefore, we need to set up innovated child art education theory with consideration of special characteristics of infants and children. Furthermore, we should put consistent efforts on cultivating systematic child art education program toward a model that can provide fundamental ground for creating new value in 21st century.

참고 자료

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