중·고등학교 미술 비평 교육에서 인터비주얼 과정의 적용과 교육적 가치에 대한 연구

Abstract

ABSTRACT

A Study on the Application and the Educational Value of Intervisual Process in the Art Critics Education of Middle High School Students

Oh Hye-Rim Advisor: Professor. Yoon-Sung Cho Ph.D fine Arts Education Chosun University Graduate School of Education

All sorts of information, values, convictions, and cultures coexist in the contemporary world and our world requires insight to take an integrated approach towards what is deemed complicated and different. Art criticism is appropriate in the fostering of this much required insight. This study proposes a new form of art appreciation-Intervisual Process-as a means of honing such critical interpretive skills in Middle High School students. The core components of Intervisual Process are the visuals, the viewer and the context in which these components are set in. The components are correlated but also include points that are in contradiction with each other. This new process of art criticism stresses that in the process of art criticism viewers must not just acquire knowledge but must also construct the meaning of the knowledge on their own. Contemporary society is a flood with visual culture and in such an environment Intervisual Process is valuable as a means for students to examine subjects at all angles and to interpret them themselves. This study looks into the concepts and the steps of Intervisual Process, which is quite different from traditional methods of art criticism. It also looks into the educational value of the application of Intervisual Process in Middle High School art programs. In the second chapter of this study, more traditional art criticism education theories are looked into and so are the principles and methods of appreciation for each component of the Intervisual Process- which is starkly different from traditional art criticism education theories. The first passage of Chapter 3 is focused on the proof on how Intervisual Process can be effective and why it should be utilized. The fine arts education programs and text books of the Republic of Korea were analyzed for the application of such new art criticism education methods and Intervisual Process was found to be useful and effective. In the second passage of Chapter 3, actual teaching methods applying Intervisual Process are proposed and their educational value is explained. Much can be expected from the application of Intervisual Process. First of all, it can make Middle High School students break from former passive art criticism methods and create their own independent opinions on art and go on to foster a more active approach towards works it. These more active methods of art criticism will make Middle High School students overall more interested in art criticism activities. Next, in the process of discussing art with their peers, Middle High School students will foster a more open attitude towards other people's opinions and hone social communication skills. As opposed to more traditional art criticism methods, Middle High School teachers are not familiar with Intervisual Process so it is not often utilized in the classroom. Constructing classes with an appropriate knowledge of Intervisual Process could be more effective as opposed to just utilizing traditional methods of art criticism.