미술관 현장학습을 통한 미술교육 지도방안

Abstract

A Study on the Instruction Method of Art Education by Field Study in Art Museum : Focusing on exhibition-linked appreciation and criticism education This study was developed to propose an effective educational guidance plan that can develop the future essential capacity to interpret and judge infinite information as modern society changes rapidly, such as technological advances such as artificial intelligence and digitalization. The purpose of this study is to reveal the educational effect that appreciation and criticism education through exhibition-linked education in art galleries can grow the ability to respond to these social problems and to provide evidence that it can be used. By visiting the museum in person and observing the real world of visual art in detail, exhibition-linked educational activities were implemented to form an aesthetic perspective and experience appreciation-expression-criticism learning. To this end, the concept of field trip and the case of art museum exhibition-linked education were analyzed to clarify the basis for the effectiveness of exhibition-linked education in art museum field trips. In addition, theoretical concepts were identified to use appreciation and criticism as educational tools for this study. Next, the foundation for the study was laid by participating in exhibition-linked education in one art museum presented in the case, observing and investigating the contents of the class, and analyzing them to derive improvements. Based on this basis, the 'Art Appreciation and Criticism Education' guidance plan linked to the same exhibition was redesigned and implemented. In the map, it consisted of a total of 6 programs, and it was conducted on a total of three topics: Jo, Seo-hwi Advisor : Prof. Park, Hong-soo PH.D. major in Fine Arts Education Graduate School of Education, Chosun University appreciation, expression, and criticism. In the 1st and 2nd sessions, how to appreciate and understand contemporary art and how to visit the museum in person to appreciate the actual work was dealt with. In the next 2nd to 3rd sessions, classes were conducted from a new perspective, away from the content of writing in the existing criticism education. Finally, in the 5th to 6th sessions, classes were conducted, and in the main session, after directly displaying his work, which he created and expressed in the 3rd to 4th sessions, he appreciated other students' works and wrote criticisms. The conclusions drawn through research results on the development of art education through field trips to art museums are as follows. First, students became interested in exploring the subject and interest of appreciating actual works in the art museum, and the appreciation criticism learning, which felt abstract, became an opportunity to convert to concrete learning through field trips. Second, artistic views were expanded through appreciation activities that viewed the work from various perspectives. Third, through exhibition-linked education, the message of the work was found, reinterpreted as a work, and the ability to express was improved. Fourth, through appreciation and criticism learning, information discrimination and interpretation capabilities can be developed, and the possibility as a means of strengthening future capabilities was observed. Therefore, art appreciation and critical learning can develop the ability to observe objects, express what they feel, and analyze them, and contribute positively to strengthening future capabilities that teenagers in modern society should have. I hope that the art appreciation criticism education covered in this study will be applied as part of the conversion education to prepare for the current era and future society and used as a practical art education program in the educational field. In addition, as the art museum plays a role in appreciating actual works, we hope that research will continue in various aspects such as the role of art museums, the importance of education, and the need for youth education.