현대미술교육의 이론과 쟁점
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주문일로부터 8-12 영업일
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본 선집은 크게 두 개의 장으로 구분된다. 1장은 사회 변화에 따른 미술교육 이론의 전개를, 2장은 현대미술교육의 쟁점을 중심으로 14개의 논문을 편성했다. 대학 강의 교재로 활용 시 매주 한 주제별로 활용하도록 권장한다. 강의 전 해당 교재를 과제학습으로 읽어 오고 강의 시간에는 각 주제 뒤에 제시된 후속 활동과 질문거리를 중심으로 실제적인 적용 학습을 진행해 보는 방식도 권장사항이다. 제시된 후속 활동과 질문거리는 수업 여건에 맞게 자유롭게 이용할 것을 권유한다. 또는 본 선집에 포함된 내용을 기본으로 추가적인 기존 연구물들을 함께 탐색하고 활용하는 방식도 가능하리라 생각한다. 방대한 한 주제를 한 편의 논문이 완전히 품을 수 없음은 당연하다. 생각과 고민 그리고 확장된 탐구를 위한 동기 부여와 길 안내 목적으로 14편이 수록되어 있으므로 연계된 연구물을 찾아보고 함께 활용하는 것은 필수적일 수 있다. 학부 심화생이나 대학원생을 대상으로 하는 강의의 수준을 고려해서 학습 분량의 적절성을 재고하고 적절히 본 저서를 활용하는 것도 유익하리라 생각된다.
지난 20년간 학술지를 발간하며 미술교육 이론의 역사를 돌아보고 있다. 그리고 현재 미술교육 현장의 쟁점 한복판을 걸어가고 있다. 비록 14편의 임의적인 제안이지만 모두에게 의미 있는 첫출발이 될 수 있기를 바란다. 새로운 도전이 학회의 학술 지원 사업에 새로운 획이 되었으면 하는 기대도 있다. 독자들의 관심과 피드백이 우리들에게는 또 다른 여정을 준비할 시드 머니가 되지 않을까 생각한다. 학문적 공유 사업이 학술적 발전과 미술교육 현장을 선도하는 우리 학회의 설립 취지에 맞게 더욱 가치를 발휘할 수 있었으면 한다.
지난 20년간 학술지를 발간하며 미술교육 이론의 역사를 돌아보고 있다. 그리고 현재 미술교육 현장의 쟁점 한복판을 걸어가고 있다. 비록 14편의 임의적인 제안이지만 모두에게 의미 있는 첫출발이 될 수 있기를 바란다. 새로운 도전이 학회의 학술 지원 사업에 새로운 획이 되었으면 하는 기대도 있다. 독자들의 관심과 피드백이 우리들에게는 또 다른 여정을 준비할 시드 머니가 되지 않을까 생각한다. 학문적 공유 사업이 학술적 발전과 미술교육 현장을 선도하는 우리 학회의 설립 취지에 맞게 더욱 가치를 발휘할 수 있었으면 한다.
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서문 ··························································································3
Ⅰ 사회 변화와 미술교육 이론의 전개
1. 문화와 미술교육(박정애) ·······························································15
서론 ························································································15
계몽주의에서의 문화의 정의 ······························································17
제국주의의 팽창과 많은 문화들(Cultures)의 발견 ······································19
많은 "문화들"이 전제가 된 미술교육 연구 ··············································22
리좀으로서의 문화 ·········································································25
리좀의 6가지 특성 ········································································27
리좀의 문화/인지에 입각한 미술교육 연구 ··············································34
결론 ························································································35
2. 해석학과 미술교육(정옥희) ····························································45
서론 ························································································45
정체성을 탐구하는 현대미술의 양상 ······················································48
시각적 재현과 주체의 관계에 대한 해석학적 탐구 ······································52
후기구조주의 해석학 ······································································56
미술교육적 함의 ···········································································65
결론 ························································································70
3. 다문화주의와 미술교육(김형숙ㆍ남기현) ············································77
서론 ························································································77
다문화사회의 디아스포라의 문화정체성 ··················································79
문화정체성 함양을 위한 다문화미술교육 실행 ···········································85
연구 결과 ··················································································89
결론 ························································································96
4. 시각문화시대의 미술교육(이지연) ··················································105
미술교육의 새로운 패러다임의 등장: 시각문화 미술교육 ······························105
포스트모더니즘과 시각문화 미술교육의 이해 ···········································107
시각문화 미술교육에 대한 비판의 수용과 실천적 목표 탐색 ··························115
시각문화 미술교육 적용 프로젝트 사례 ·················································126
결론 ·······················································································129
5. 기술혁신과 포스트휴머니즘(안인기) ···············································135
서론 ·······················································································135
포스트휴머니즘 담론 구분 ·······························································138
휴머니즘의 인간중심성에 대한 의심 ····················································142
인공지능을 활용한 작품 사례들 ·························································152
인간/기계/동물의 경계를 허무는 작품 사례들 ·········································155
교육의 문제, 아름다움의 문제 ···························································157
Ⅱ 현대미술교육의 쟁점들
1. 구성주의와 미술교육(이재영) ························································165
서론 ·······················································································165
구성주의와 지식의 본질 ·································································166
지식의 본질에 대한 듀이의 철학적 논의 ···············································175
교육철학으로서 듀이의 탐구이론 ························································183
결론 ·······················································································186
2. 미술교육과 지속가능성(정연희) ·····················································193
서론 ·······················································································193
지속가능발전교육(ESD)의 의의 ··························································195
ESD를 위한 우리나라의 대응 실태 ·····················································200
예술교육 발전목표와 ESD ·······························································203
지속가능성 사고 확장을 위한 예술교육 실천 ··········································208
결론 ·······················································································213
3. 창의성과 미술교육(이민정) ···························································221
서론 ·······················································································221
시대적 패러다임의 변화와 인간의 창의적 사고 ········································224
집단지성과 창의성 ········································································226
리좀, 사유(생각), 예술의 기호와 창의성 ················································228
창의성에 대한 미술 교육적 함의와 과제 ···············································231
결론 ·······················································································232
4. 미술교육과 통합(손지현) ·····························································237
서론 ·······················································································237
구성주의 ··················································································238
통합학문 ··················································································244
구성주의와 통합학문에 기초한 미술 교육과정 ·········································246
결론 ·······················································································253
5. 미술관교육의 변화(정혜연) ···························································259
서론 ·······················································································259
지식 생성이란 무엇인가 ·································································262
연구 사례 및 방법 ·······································································268
지식 생산 공간으로서 박물관/미술관 교육 ·············································268
왜 지식창조의 공간인가 ·································································277
결론 ·······················································································281
6. 미술교육과 생태(고홍규) ·····························································287
서론 ·······················································································287
세계관으로서의 생태 담론과 한국 미술교육에서의 생태론 ····························289
세계관으로서의 생태관에 기반한 미술교육 프로그램의 사례 ··························294
세계관으로서의 생태관에 기반한 미술교육 프로그램 사례의 시사점 ·················306
결론 ·······················································································309
7. 들뢰즈로 읽는 미술교육(맹혜영) ···················································315
서론 ·······················································································315
들뢰즈의 존재의 일의성 ·································································317
존재의 일의성과 포스트모던 미술교육 ··················································324
포용적 미술교육 ··········································································327
결론 ·······················································································339
8. 아동미술과 발달(김미남) ·····························································345
서론 ·······················································································345
사회문화적 관점 ··········································································348
연구 방법 ·················································································349
연구 결과 ·················································································351
수지 그림에 사용된 시각적 표현전략의 선택 이유와 기능 ····························372
결론 ·······················································································374
9. 미술교육 연구방법론(서제희) ························································381
서론 ·······················································································381
융합적 연구로서 예술기반 탐구 ·························································385
미술 중심의 융합적 탐구 실행의 과정 ··················································387
결론 ·······················································································396
찾아보기 ··················································································400
Ⅰ 사회 변화와 미술교육 이론의 전개
1. 문화와 미술교육(박정애) ·······························································15
서론 ························································································15
계몽주의에서의 문화의 정의 ······························································17
제국주의의 팽창과 많은 문화들(Cultures)의 발견 ······································19
많은 "문화들"이 전제가 된 미술교육 연구 ··············································22
리좀으로서의 문화 ·········································································25
리좀의 6가지 특성 ········································································27
리좀의 문화/인지에 입각한 미술교육 연구 ··············································34
결론 ························································································35
2. 해석학과 미술교육(정옥희) ····························································45
서론 ························································································45
정체성을 탐구하는 현대미술의 양상 ······················································48
시각적 재현과 주체의 관계에 대한 해석학적 탐구 ······································52
후기구조주의 해석학 ······································································56
미술교육적 함의 ···········································································65
결론 ························································································70
3. 다문화주의와 미술교육(김형숙ㆍ남기현) ············································77
서론 ························································································77
다문화사회의 디아스포라의 문화정체성 ··················································79
문화정체성 함양을 위한 다문화미술교육 실행 ···········································85
연구 결과 ··················································································89
결론 ························································································96
4. 시각문화시대의 미술교육(이지연) ··················································105
미술교육의 새로운 패러다임의 등장: 시각문화 미술교육 ······························105
포스트모더니즘과 시각문화 미술교육의 이해 ···········································107
시각문화 미술교육에 대한 비판의 수용과 실천적 목표 탐색 ··························115
시각문화 미술교육 적용 프로젝트 사례 ·················································126
결론 ·······················································································129
5. 기술혁신과 포스트휴머니즘(안인기) ···············································135
서론 ·······················································································135
포스트휴머니즘 담론 구분 ·······························································138
휴머니즘의 인간중심성에 대한 의심 ····················································142
인공지능을 활용한 작품 사례들 ·························································152
인간/기계/동물의 경계를 허무는 작품 사례들 ·········································155
교육의 문제, 아름다움의 문제 ···························································157
Ⅱ 현대미술교육의 쟁점들
1. 구성주의와 미술교육(이재영) ························································165
서론 ·······················································································165
구성주의와 지식의 본질 ·································································166
지식의 본질에 대한 듀이의 철학적 논의 ···············································175
교육철학으로서 듀이의 탐구이론 ························································183
결론 ·······················································································186
2. 미술교육과 지속가능성(정연희) ·····················································193
서론 ·······················································································193
지속가능발전교육(ESD)의 의의 ··························································195
ESD를 위한 우리나라의 대응 실태 ·····················································200
예술교육 발전목표와 ESD ·······························································203
지속가능성 사고 확장을 위한 예술교육 실천 ··········································208
결론 ·······················································································213
3. 창의성과 미술교육(이민정) ···························································221
서론 ·······················································································221
시대적 패러다임의 변화와 인간의 창의적 사고 ········································224
집단지성과 창의성 ········································································226
리좀, 사유(생각), 예술의 기호와 창의성 ················································228
창의성에 대한 미술 교육적 함의와 과제 ···············································231
결론 ·······················································································232
4. 미술교육과 통합(손지현) ·····························································237
서론 ·······················································································237
구성주의 ··················································································238
통합학문 ··················································································244
구성주의와 통합학문에 기초한 미술 교육과정 ·········································246
결론 ·······················································································253
5. 미술관교육의 변화(정혜연) ···························································259
서론 ·······················································································259
지식 생성이란 무엇인가 ·································································262
연구 사례 및 방법 ·······································································268
지식 생산 공간으로서 박물관/미술관 교육 ·············································268
왜 지식창조의 공간인가 ·································································277
결론 ·······················································································281
6. 미술교육과 생태(고홍규) ·····························································287
서론 ·······················································································287
세계관으로서의 생태 담론과 한국 미술교육에서의 생태론 ····························289
세계관으로서의 생태관에 기반한 미술교육 프로그램의 사례 ··························294
세계관으로서의 생태관에 기반한 미술교육 프로그램 사례의 시사점 ·················306
결론 ·······················································································309
7. 들뢰즈로 읽는 미술교육(맹혜영) ···················································315
서론 ·······················································································315
들뢰즈의 존재의 일의성 ·································································317
존재의 일의성과 포스트모던 미술교육 ··················································324
포용적 미술교육 ··········································································327
결론 ·······················································································339
8. 아동미술과 발달(김미남) ·····························································345
서론 ·······················································································345
사회문화적 관점 ··········································································348
연구 방법 ·················································································349
연구 결과 ·················································································351
수지 그림에 사용된 시각적 표현전략의 선택 이유와 기능 ····························372
결론 ·······················································································374
9. 미술교육 연구방법론(서제희) ························································381
서론 ·······················································································381
융합적 연구로서 예술기반 탐구 ·························································385
미술 중심의 융합적 탐구 실행의 과정 ··················································387
결론 ·······················································································396
찾아보기 ··················································································400
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