현대미술교육의 이론과 쟁점

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· 제목 : 현대미술교육의 이론과 쟁점
· 분류 : 국내도서 > 대학교재/전문서적 > 사범계열 > 교과교육론 > 예체능교육 전공
· ISBN : 9788925415925
· 쪽수 : 408쪽
· 출판일 : 2021-04-25

책 소개

크게 두 개의 장으로 구분하여 구성한 교재로 1장은 사회 변화에 따른 미술교육 이론의 전개를, 2장은 현대미술교육의 쟁점을 중심으로 14개의 논문을 편성했다. 대학 강의 교재로 활용 시 매주 한 주제별로 활용할 수 있도록 구성하였다.

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

저자소개

박정애 (지은이) 정보 더보기

공주교육대학교 미술교육과 명예교수. 홍익대학교 미술대학 회화과에서 학사학위를, 동 대학교 대학원에서 미술사로 석사학위를 받았다. 이후 미술교육으로 미국 오하이오주립대학 대학원에서 석사학위를, 영국 서리대학에서 박사학위를 받았다. 공주교육대학교 교수로 재직했고 한국국제미술교육학회 발행 학회지 『미술과 교육』 편집장을 역임하였다. 현재 InSEA(International Society for Education through Art) 학회지International Journal of Education through Art(IJETA)의 편집위원이다. 주요 저서로 『포스트모던 미술, 미술교육론』, 『의미 만들기의 미술』, 『보편성의 미학: 세계화와 한국 미술』, 『미술로 이해하는 미술교육: 감각이 깨우는 지성』, 그리고 영문판 편저로 Art Education as Critical Cultural Inquiry가 있다. 번역서로 『미술교육의 역사』, 『래디컨트: 니꼴라 부리요의 현대미술이론』이 있다. 문화 연구, 미술교육, 한국 미술에 관한 학제 간 연구를 바탕으로 한 A&HCI급 논문과 해외 학자들과의 공동 저서가 다수 있으며 한국연구재단 등재 학술지에 게재한 60여 편의 연구 논문이 있다.

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경력 서울대학교 미술대학 동양화과 교수(2002년~현재) 2007 인시아 아시아대회 조직위원장(Chair of General Congress, InSEA2007) InSEA world Council(2009년~2011년, 2019~현재) 한국미술교육학(KAEA)회장(2016년~2017년) (사)한국예술교육학회(KAAE)회장(2014년~2015년) 한국국제미술교육학회(KoSEA)회장(2013년~2014년, 2020년~현재) 서울대학교 미술대학 서양화과 졸업 서울대학교 미술대학 미술이론 석사 졸업(미술이론 전공) 미국 오하이오주립대학교 미술사학과 석사 졸업(미술사 전공) 미국 오하이오주립대학교 미술교육학과 박사 졸업(미술교육학 전공) 저서 한국미술교육의 지평, 교육과학사, 2018 미술교육, 사회와 만나다, 교육과학사, 2010 시각문화교육, 방법과 실천, 시공사, 2004 Histories of Community-based Art Education(공저, NAEA, 2001)

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이지연 (지은이) 정보 더보기

한국교원대학교 초등교육과 교수. 서울교육대학교와 동대학원을 졸업하고 하버드대학교에서 예술교육으로 석사학위, 일리노이주립대학교에서 미술교육으로 철학박사 학위를 받았다. 주요 연구로 「동시대 현대 미술의 의미 있는 수용에 관한 기초 연구」, 「미적 발달 이론과 구성주의에 입각한 현대 미술 감상 교육」, 「융합 교육을 위한 미술교육의 콘텐츠 탐구: 현대 미술, 대중문화, 디지털 매체의 활용」 등이 있고, 『Teaching Asian Art』(NAEA), 『미술교육 이론과 사상』(교육과학사), 『미술교육의 기초』(교육과학사)를 공동 집필했다. 한국조형교육학회 학술위원장을 비롯해 한국예술교육학회, 한국미술교육학회, 국제미술교육학회(KOSEA) 등의 미술교육 학술단체에서 이사 및 논문 심사위원으로 활동하고 있다.

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고홍규 (지은이) 정보 더보기

서울대학교 미술대학 동양화과에서 학사, 동 대학 대학원에서 미술교육전공 석사, 그리고 미국 펜실베이니아주립대학에서 미술교육학 박사학위를 취득하였다. 「우리미술의 감상과 교육」, 「현대미술교육의 이론과 쟁점」, 「전통미술의 감상과 교육」, 「미술교육으로 삶, 사회 가로지르기」 등의 저서를 공동 집필하였다. 현재 서울교육대학교 미술교육과 부교수이다.

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미술교육 전공. 한양대 사범대 교육학과 및 서울교대 초등미술교육과 학사. 미국 펜실베니아 주립대학교(Pennsylvania State University) 미술교육 석·박사. 미국 캔자스 엠포리아 주립대학교(Emporia State University) 미술교육과 조교수 역임. 현재 한양대 사범대 응용미술교육과 조교수로 재직 중. 주요 연구 분야는 아동 및 청소년의 미술발달이며, 특히 사회문화적 맥락을 고려한 미술표현발달 이해에 중점을 두고 있다. 최근에는 디지털 매체를 활용한 표현의 특징을 연구하고 있다. 공저서로 『미술교육의 기초』(2016), 『문화 탐구로서의 미술교육』(2008)이 있으며, 역서로 『예술실행연구』(2016)가 있다. 그 외에도 「초등 사진교육 속 신화 찾기: 미술교과서 및 교사용지도서의 기호학적 분석」(2017), 「미술교육 극한의 재고와 그 확장 가능성 실천에 대한 탐구: 들뢰즈의 ‘기관 없는 신체’ 개념의 이해와 적용」(2015), 「아동의 미술 정의에 내재된 담론 분석: 미술교육 방향의 재고」(2014) 등 국내외 25편의 논문을 저술하였다.

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한국교원대학교 미술교육과를 졸업 후 20여 년 동안 중등학교 현장에서 미술 교사 경험을 쌓았으며, 동대학원에서 석사와 박사학위를 받았다. 이후, 문화연구의 일환으로 한국의 제도화된 미술교육이 문화 정체성 형성에 미치는 영향을 연구하기 위해 영국의 런던 골드스미스대학(Goldsmiths, University of London)에서 ｢한국의 사회문화적 맥락에서 형성된 미술교육의 목적과 의미에 대한 비판적 분석｣ 연구로 박사학위를 취득했다. 현재는 목원대학교 스톡스대학에서 창의교양학부와 아트커뮤니케이션 연계전공학부에서 교양교육으로서 예술 체험교육 관련 강좌를 개설하여 운영하고 있다. 주요 저서로는 [예술교육의 다문화 실천 담론]과[미술교수학습 패러다임 변화와 실천을 위한 이론과 방법]이 있으며, 번역서로는[교육을 위한 미술: 미술교육에서 해석, 정체성, 차이에 관한 이론과 실제](원저: Dennis Atkinson(2002). Art in Education: Identity and Practice)가 있다. 대표 연구 논문으로는 IJADE(International Journal of Art & Design Education) 국제 저널에 게재된 ｢후기 식민적 한국 사회에서 경험한 문화, 권력, 정체성, 미술교육에 대한 자문화기술적 탐구(An Autoethnographical Study of Culture, Power, Identity and Art Education in Post-Colonial South Korea)｣(2015)가 있으며 주로 문화연구의 차원에서 예술교육 실천 행위들을 경험적 탐구로 성찰하는 연구를 해왔다.

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University of Illinois at Urbana-Champaign에서 미술교육 철학박사 학위를 받았다. 현재 한국교원대학교 초등교육과 교수로 재직 중이며 한국국제미술교육학회 편집장을 맡고 있다. 주요 연구 분야는 미술교육이론, 미술과 교육과정, 미술과 교수-학습, 질적연구, 문화예술교육 등이다.

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홍익대 회화과 및 동대학원 졸. Columbia 대학교 예술경영학 석사, 미술교육학 박사(미술관 교육 세부 전공). 메트로폴리탄 미술관 교육과 인턴. 홍익대학교 사범대학 발전기획위원회 위원. 박물관/미술관 교육 저서 및 논문 발표. 전 국제미술교육학회 학술위원장. 사립박물관협회 길위의 인문학 평가위원. 문화예술교육 서울문화재단 꿈다락 프로그램 평가위원. 국립중앙박물관 교육프로그램 평가지표개발 대표 자문위원. 홍익대학교 교육대학원 미술교육과 교수이다.

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