도시환경조형물의 사회적 자본으로서 가치 재구성과 미술교육적 활용방안에 관한 연구

Abstract

ABSTRACT

A Research on Restructuring Social Capital and Utilizing Art Education in Urban Environment Sculpture

Lee Eun-Lae Advisor : Prof. Cho-Eui Hyun Ph.D. Major in Art Education Graduate School of Education, Chosun University

This study aims to understand environmental modelling as a social asset and its educational value, emphasizing the necessity of environmental education. Students in adolescence have an opportunity to understand the urban environment and think of the environment they live in through public art which is closely related to life. Environmental modelling is a sculptural work of art an entire society shares, and can enhance social communication and a sense of belonging to the society they live in. Such environmental modelling has educational effects on the harmony of cities with art, consolidation of social networks, and promotion of observational skills, thinking power, institutions, imagination, expression, creativity, aesthetic sense, and emotion. Environmental modelling affects the urban living environment beyond its installation for the simple purposes of ornamentation and beautification. Therefore, art education using this can release the emotional anxiety from the dull living spaces of modern people, help form social networks and enhance citizen's consciousness of participation in a community. Art education using environmental modelling is categorized according to the period. This study suggested that art education should be provided according to the period based on the curriculum and objectives. Specifically, art education for elementary students in grades 3 and 4 should guide them to observe objects around them while achievement goals relating to modelling and how to express it. They observe natural and artificial things using diverse physical senses and say what they feel about them for achievements as an educational goal. Art education for elementary students in grades 5 and 6 should encourage them to think about making intentions and objectives. As environmental modelling inherently contains the intention of those who made it, this period should focus on how the intention of expression is applied to modelling. In middle school, art education should focus on how modelling harmonizes with society and the surrounding environment. This means that art education should be provided in terms of understanding the harmony between the surrounding environment and objects. Education in the high school period should encourage students to understand the function of art, that is, the artistic expression and social communication environmental modeling that a visual language has. That is, students have to understand the diversity in the functions of art, analyse and interpret the artistic characteristics of objects to appreciate diverse viewpoints, and understand them in the contexts of history, politics, economy, society, and culture. Also, art education should consider the original functions of environmental modelling such as creating a better and more practical urban appearance and the expansion of social assets. It is expected that diverse environmental modelling works and further support for them will be prepared.