본 연구는 교과서에 나타난 환경미술이 실제 수업에서 편중된 모습을 알았고, 통합적인 수업을 위한 수업지도안을 제시하고 교과서에 나타난 환경미술이라는 작은 부분에 관심을 보였지만, 앞으로는 우리사회가 쾌적하고 아름다움 환경이 될 수 있도록 환경교과와 연계하여 환경미술을 교육하는 방향으로 나아가야한다고 생각한다....
본 연구는 교과서에 나타난 환경미술이 실제 수업에서 편중된 모습을 알았고, 통합적인 수업을 위한 수업지도안을 제시하고 교과서에 나타난 환경미술이라는 작은 부분에 관심을 보였지만, 앞으로는 우리사회가 쾌적하고 아름다움 환경이 될 수 있도록 환경교과와 연계하여 환경미술을 교육하는 방향으로 나아가야한다고 생각한다.
본 연구는 교과서에 나타난 환경미술이 실제 수업에서 편중된 모습을 알았고, 통합적인 수업을 위한 수업지도안을 제시하고 교과서에 나타난 환경미술이라는 작은 부분에 관심을 보였지만, 앞으로는 우리사회가 쾌적하고 아름다움 환경이 될 수 있도록 환경교과와 연계하여 환경미술을 교육하는 방향으로 나아가야한다고 생각한다.
A beautiful living environment is urgently needed these days when our physical living standard has been improved. This study is aimed to analyze how the subject of environmental art is treated in art textbooks for middle school students and how environmental art is taught in real school classes, in ...
A beautiful living environment is urgently needed these days when our physical living standard has been improved. This study is aimed to analyze how the subject of environmental art is treated in art textbooks for middle school students and how environmental art is taught in real school classes, in order to more subjectively investigate people's recognition of environmental art, which contributes to a beautiful and bountiful life.
Environmental art described in the existing middle school textbooks is inclined toward self-expression of individuals and reflects people's poor recognition of the art. It calls for extensive education of environmental art in the future. As for environmental art described in middle school art textbooks, in general, the textbooks well describe each unit of aesthetic experience and expression, teaching goals for each sector of aesthetic appreciation, contents of environmental art, and the appropriateness of materials connected with each subject unit. However, few materials related to environmental art are suggested in the appreciation sector.
Some art textbooks describe environmental art in one subject unit, but most carry scattered illustrations about expression methods, designs, or aesthetic experiences. Such description does not seem to be of much help to youngsters, who should more systematically recognize the importance of environmental art in the modern society. In fact, it is too hard for youths to personally express environmental formative art works, environmental sculpture, or environmental wall paintings, as a way of expression in school classes.
In order that students may have critical recognition of environment, know environmental art, and have subjective eyes to see urban environment in more aesthetic and environmental perspectives, it is advisable to graft parts of artistic expression into appreciation classes as a way suitable to real art classes. In that case, students can understand environmental art better in terms of their interest and subjective perspectives.
The contents of the appreciation sector in the art education curriculum should be concerned with culturally diverse art genres and modes in order to reflect great differences in art. Since environmental art comprising such diverse genres highlights the importance of the times, the art should include such activities as analyze aesthetic judgements and diverse aspects related to environmental art works, understand artistic works with characteristic cultures of the works at the background, and reinterpret the works in a modern meaning. When experiences are accumulated from such activities, critical thinking power promoted by environmental art can be nurtured. In this regard, the interest in and study on environmental art should be pursued after by all people including environmental art students, art teachers, public institutions, and social organizations.
his study found that environmental art described in school textbooks is not systematically taught in real school classes and was interested in the incorporation of environmental art described in school textbooks into classes. Conclusively, the present author thinks that environmental art shall be taught in such a way that the art may be connected with environmental school subjects and that our society may be a pleasant and beautiful environment.
A beautiful living environment is urgently needed these days when our physical living standard has been improved. This study is aimed to analyze how the subject of environmental art is treated in art textbooks for middle school students and how environmental art is taught in real school classes, in order to more subjectively investigate people's recognition of environmental art, which contributes to a beautiful and bountiful life.
Environmental art described in the existing middle school textbooks is inclined toward self-expression of individuals and reflects people's poor recognition of the art. It calls for extensive education of environmental art in the future. As for environmental art described in middle school art textbooks, in general, the textbooks well describe each unit of aesthetic experience and expression, teaching goals for each sector of aesthetic appreciation, contents of environmental art, and the appropriateness of materials connected with each subject unit. However, few materials related to environmental art are suggested in the appreciation sector.
Some art textbooks describe environmental art in one subject unit, but most carry scattered illustrations about expression methods, designs, or aesthetic experiences. Such description does not seem to be of much help to youngsters, who should more systematically recognize the importance of environmental art in the modern society. In fact, it is too hard for youths to personally express environmental formative art works, environmental sculpture, or environmental wall paintings, as a way of expression in school classes.
In order that students may have critical recognition of environment, know environmental art, and have subjective eyes to see urban environment in more aesthetic and environmental perspectives, it is advisable to graft parts of artistic expression into appreciation classes as a way suitable to real art classes. In that case, students can understand environmental art better in terms of their interest and subjective perspectives.
The contents of the appreciation sector in the art education curriculum should be concerned with culturally diverse art genres and modes in order to reflect great differences in art. Since environmental art comprising such diverse genres highlights the importance of the times, the art should include such activities as analyze aesthetic judgements and diverse aspects related to environmental art works, understand artistic works with characteristic cultures of the works at the background, and reinterpret the works in a modern meaning. When experiences are accumulated from such activities, critical thinking power promoted by environmental art can be nurtured. In this regard, the interest in and study on environmental art should be pursued after by all people including environmental art students, art teachers, public institutions, and social organizations.
his study found that environmental art described in school textbooks is not systematically taught in real school classes and was interested in the incorporation of environmental art described in school textbooks into classes. Conclusively, the present author thinks that environmental art shall be taught in such a way that the art may be connected with environmental school subjects and that our society may be a pleasant and beautiful environment.
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#환경미술
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