* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국조형교육학회
ㆍ수록지정보 : 조형교육 / 9권
ㆍ저자명 : Carole Henry
목차
Practical implementation
Utilizing Small Group Settings
Individual Application
Closure Activities
Summary and Conclusion
References
한국어 초록
Despite the complexity of the literature and aesthetics, many art education believe the material can be made understandable and relevant to children(Crawford, 1987 : Hamblen, 1988: Lanier, 1986: Lankford, 1992). In order to do so, one must first agree on a definition of aesthetics. A though there are other possible definitions, a readily comprehensible definition is that aesthetics is philosophical inquiry into the nature of art (Hagaman, 1988: Hagaman, 1999), To quote Hagaman, directly, the “content(cI aesthetics) deals with general questions about art such as “What is art?”, “What’s the difference between a work of art and a copy?”,” Are there criteria that can be used in evaluation all works of art?”, and “ is the concept of originality in art a meaningful one”(1990, p. 1)? These are questions that can become the stimuli for philosophical inquiry in the classroom.
영어 초록
Despite the complexity of the literature and aesthetics, many art education believe the material can be made understandable and relevant to children(Crawford, 1987 : Hamblen, 1988: Lanier, 1986: Lankford, 1992). In order to do so, one must first agree on a definition of aesthetics. A though there are other possible definitions, a readily comprehensible definition is that aesthetics is philosophical inquiry into the nature of art (Hagaman, 1988: Hagaman, 1999), To quote Hagaman, directly, the “content(cI aesthetics) deals with general questions about art such as “What is art?”, “What’s the difference between a work of art and a copy?”,” Are there criteria that can be used in evaluation all works of art?”, and “ is the concept of originality in art a meaningful one”(1990, p. 1)? These are questions that can become the stimuli for philosophical inquiry in the classroom.
참고 자료
없음