패러디를 통한 감상과 표현 영역의 통합 지도 방안

Abstract

The purpose of this paper is to search for the necessity of integrated educational methods for appreciation and expression of art works, and to suggest its efficient guidance methods by the use of parody. Fine art education should take its role to cultivate an esthetic sense in order that young students can understand a variety of information and culture for fine arts properly in the diversified society because esthetic sense can be developed efficiently when the appreciation and expression of art works is accomplished in integration. However, some teachers separate the appreciation of art works from their expressions in their classes. But appreciation activities take place during the expressive activities frequently, so that the process of appreciation could be happened through the external stimulus and informations which are collected with the students eyes, before the expression occurs. Based on the assumption, if we could teach fine arts to the students with integration of appreciation and expression rather than the separated them, then we could get more effective result. Parody is an important technique for understanding the original work, which gives new meaning to the artist's own, and recreates a new art work through creativity and visual sight. In addition, parody has a different critical view from the art work as an object of imitation, and it also makes the creativity of the artist and the contemporary intention of the work toward clear. To use parody in this study is to elevate the student's interesting of fine arts, and to create expression as a method to remove the student's difficulty of factual description, their fears, and the senses of fine arts. The integrated teaching methods of appreciation and expression by parody can not only attract the student's interesting and active participation, but also guide the appreciation and efficient guidance of expression. Furthermore, it could let the students understand and enjoy the fine arts and culture. Thus, I classify the types of parody which can be used in the classes as follows: 1) expression by reproducing description 2) expression by photo montage 3) expression by the transfiguration of genre and materials 4) expression by computer graphic. The plan for the study direction should have the contents as follows. First, the students can analyze and understand the characteristics of art works by appreciation. Second, they can reinterpret the works by creative thinking, not just intelligent understanding. Third, we let the students represent their works based on the reinterpreted works, and understand the works deeply. The aim of the classes is to read the works and to give them critical thought of the art works by the parody expression, not to imitate their works by unreasonable difference in order to elevate the educational effects. However, the remain point is that this work does not verify the educational effects and validity because it is based on the theoretical approach and also it is not applied to the classes directly. Therefore, the shortness of the field study is expected to be supplemented afterwards.