패러디를 활용한 고등학교 미술교육의 창의적인 지도 방안 연구

Abstract

Parody has been made in diverse areas of moving image media and can easily be found in our environment of visual culture. As modern education has been developed from absolute and linear modernism thinking into relative and latticed postmodernism thinking, information sharing has been actively under way. Parody plays the role of critics on works of art, and at the same time, it plays the role of the producer of works of art, so it is suitable as a means of enhancing visual communication and as the most typical phenomenon of negotiating mixture of diverse forms of cultures. So, in order to supplement these matters in education and lead them to desirable direction, the purpose of this research is to explore a class schemes to enhance critical thinking and discretion by utilizing intriguing parody in high school art class. So this research presents creative guidance plan utilizing parody in high school art education as follows. First, the direction of art education in modern times was examined focusing on postmodernism through identifying the concept of parody and properly understanding parody and its value. Second, diverse aspects of parody represented in modern art were examined and the relations between parody and art education and its educational significance. Third, current conditions of utilizing parody in art education course of study in high school were examined and the pictorial representations contained in the 8 kinds of art textbooks and their originals for concrete understanding were presented and examined. Fourth, various class guidance schemes that utilize parody as educationally utilizing schemes, which can be practiced in actual class, were concretely presented. Art class activities that utilize parody are to experience cultural phenomena in the modern information-based society and postmodernism society, and will be able to present an alternative plan about how to interpret and accept the meaning of creativity. Utilizing parody in modern art education enables students to experience the retrospection and contemplation of the tradition at the same time and to promote cultural understanding of the times in the course of rediscovering it in modern viewpoint.