21세기 아동미술에서의 창의성 중심 미술교육의 의미와 가능성

서지정보

ㆍ발행기관 : 한국아동미술학회 ㆍ수록지정보 : 아동미술교육 / 3권
ㆍ저자명 : 홍창호

목차

Ⅰ. 들어가는 글
Ⅱ. 창의성 중심 미술교육의 발전과 아동미술교육
Ⅲ. 아동미술의 창의성 미술교육의 문제점
Ⅳ. 나오는 글
참고문헌

한국어 초록

최근 우리나라의 미술교육 이론계에 DBAE(Discipline-Based Art Education)이론을 비롯한 미적 교육(Aesthetic Education), 미술요법(Art Therapy), MI이론, 다문화 미술교육(Multicultural Art Education) 등의 미술이론들이 기존의 창의성 중심 미술교육론에 대한 대안으로 다양하게 논해지고 있다. 이러한 일련의 포스트 모더니즘적 연구들은 1970년을 전후하여 미국을 중심으로 대두된 실험적 미술교육이론들로서 창의성 중심 미술교육이 지닌 실효성에 의문을 제기하고 있다.
실제 DBAE이론은 제7차 미술교육과정에 적극적으로 반영되어 실행되고 있는 상태이다. 일반사설기관의 교육방향에 그대로 영향을 미치게 되는 제도권 교육의 이러한 변화는 창의성 중심 미술교육을 바탕으로 한 아동미술교육현장에 중요한 변화를 예고하고 있다.

영어 초록

In Korea, it could be hard to be mentioned for the Creativity-based Art education to the successful education theory in child art and overcome the gap between the theory and actual ground, even though a number of educators tried to apply the efforts diversely and experimentally to the institutes over four decades.
Nowaday, the Creativity-based Art education which is criticized by the new theories is also disputing in our art educational circles because of its' problems which are the conceptual vagueness and the application method.
To it's counterproposal, It is emphasized Understading-based Art education which is represented to DBAE., and is already applied to our educational circles practically.
However, it could be confused to the negative results which is caused by accepted with the western theory which did not inspect even yet in their countries.
In comparison that the Creativity-based Art education theory which is based in western countries is formed in their own cultures by themselves, we could not have chance to inspect profoundly the theory in our own culture, and confuse to the situation of conflict between Creativity-based Art education and Expression technic-based Art education which is already applied in our art educational circles.
Furthermore, our case in Creativity-based Art education is not caused by its fundamental problems as western based countries are, rather the actual problems according to the concrete teaching methods and systemic problems which are surrounded Creativity-based Art education application.
It needs to be the realistic efforts to make new counterproposal in the context of our own culture in terms of understanding the original value of Creativity-based education before theoretical access.
They say the purpose of Creativity-based Art education is achieved by means of children's self expression freely, but could be beyond attainment if there are no teachers' instruction with technics and methods.
Therefore, it needs to be the study of concrete and actual instructional methods consistently.

참고 자료

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