ABSTRACT A study on Teaching Plan for Art Education of Visual Culture Using Public Art Cho, Na-Hyun Fine art Education dept. Graduate school of Education, Korea University Advised by professor Kang, Hee-Duk We are in an era where current Arts are no longer exclusively aimed for elitism, but rather t...
ABSTRACT A study on Teaching Plan for Art Education of Visual Culture Using Public Art Cho, Na-Hyun Fine art Education dept. Graduate school of Education, Korea University Advised by professor Kang, Hee-Duk We are in an era where current Arts are no longer exclusively aimed for elitism, but rather that has penetrated into our lives. From the very moment of our delivery to this world, it is only natural for us to be exposed to numerous information through visual observation which in the past were based upon books, letters and newspapers that may have been rather slow before the great industrialization that later on brought the era of information with internet, television, movies, commercials, and electronic books emitting vast amount of visual information. Thus, granting us access to infinite replication of information and interactive communication through various mediums. We accept most information through observation, therefore allowing us to accept diverse visual mediums without questioning which may result in acquiring the incorrect knowledge. Hence, it is necessary to accommodate an education that nurtures visual literacy allowing the students to make proper decisions by themselves and selectively utilize visual culture through self cogitation within the diverse visual culture. The current education of Arts in this nation has its focus on nurturing a collective candidate through providing various fine arts activities to the students for the purpose of acknowledging and longing for the beautiful world that is surrounded cultivating their imaginations, creativity, criticisms as well as the capability of comprehending work of arts, inheritance, and development. Upon the announcement by Ministry of Education for the purpose of Arts education, it also demanded the need for nurturing aesthetic perspectives as well as developing criticism. The purpose for this study is to seek educational methods to nurture recognitions in arts and visual literacy to conduct proper judgment of their awareness for teenagers through accessible Public Arts within the city and the range of visual culture in their daily lives. Since public Arts are formed in a variety as well as it is widely ranged, it has been categorized into learning methods through illustrations within the "2007 edition" text book that has been published for middle schools as well as making it applicable during actual sessions for fluid access to teenagers. From categorizing daily designs that can be easily passed by to large scaled public art works, a specific educational program has been organized with a session instruction plan that also presents an activity range cultivating aesthetic perspectives by helping the students comprehend visual culture through public Arts. Such attempts have been conducted in order to aid in properly observing Public Arts through criticisms for the students. Based upon the above mentioned and as an instructor in middle school for Public Arts that is now socially expanding, the current study intends to provide natural aesthetic experience within our daily lives through easily accessible public works of art for the students and to stimulate their aesthetic sentiments along with their observational intelligence. Such procedures through this study induce expectations of the following educational effects. Firstly and based upon the comprehension of Public Arts, diverse visual culture will be recognized by the individual promoting the expansion of range and concept in Arts awareness which will eventually enlarge one's perspectives in fine Arts. Secondly and in aiming for visual education through Public Arts related closely with our students' daily routines, it will also enlighten our students that visual culture can be easily encountered during their daily lives. Thirdly, visual literacy can be cultivated through a student's effort in recognizing diverse public Arts, observe visual culture with a new perspective and experience. Lastly, studies of seeking a true purpose for education within the changing field of Arts can be made through presenting an instruction plan and study materials in par with block scheduling that promotes aesthetic experience, expression, and appreciation during Art lessons. As mentioned above and through visual literacy cultivation during adolescence, we are now capable of properly observing Public Arts that is deeply rooted in our lives. Consequently, it seems most reasonable to direct the education of Arts towards cultivating criticisms and proper observations that will later on assist in nurturing future leaders within the flooding visual culture.
ABSTRACT A study on Teaching Plan for Art Education of Visual Culture Using Public Art Cho, Na-Hyun Fine art Education dept. Graduate school of Education, Korea University Advised by professor Kang, Hee-Duk We are in an era where current Arts are no longer exclusively aimed for elitism, but rather that has penetrated into our lives. From the very moment of our delivery to this world, it is only natural for us to be exposed to numerous information through visual observation which in the past were based upon books, letters and newspapers that may have been rather slow before the great industrialization that later on brought the era of information with internet, television, movies, commercials, and electronic books emitting vast amount of visual information. Thus, granting us access to infinite replication of information and interactive communication through various mediums. We accept most information through observation, therefore allowing us to accept diverse visual mediums without questioning which may result in acquiring the incorrect knowledge. Hence, it is necessary to accommodate an education that nurtures visual literacy allowing the students to make proper decisions by themselves and selectively utilize visual culture through self cogitation within the diverse visual culture. The current education of Arts in this nation has its focus on nurturing a collective candidate through providing various fine arts activities to the students for the purpose of acknowledging and longing for the beautiful world that is surrounded cultivating their imaginations, creativity, criticisms as well as the capability of comprehending work of arts, inheritance, and development. Upon the announcement by Ministry of Education for the purpose of Arts education, it also demanded the need for nurturing aesthetic perspectives as well as developing criticism. The purpose for this study is to seek educational methods to nurture recognitions in arts and visual literacy to conduct proper judgment of their awareness for teenagers through accessible Public Arts within the city and the range of visual culture in their daily lives. Since public Arts are formed in a variety as well as it is widely ranged, it has been categorized into learning methods through illustrations within the "2007 edition" text book that has been published for middle schools as well as making it applicable during actual sessions for fluid access to teenagers. From categorizing daily designs that can be easily passed by to large scaled public art works, a specific educational program has been organized with a session instruction plan that also presents an activity range cultivating aesthetic perspectives by helping the students comprehend visual culture through public Arts. Such attempts have been conducted in order to aid in properly observing Public Arts through criticisms for the students. Based upon the above mentioned and as an instructor in middle school for Public Arts that is now socially expanding, the current study intends to provide natural aesthetic experience within our daily lives through easily accessible public works of art for the students and to stimulate their aesthetic sentiments along with their observational intelligence. Such procedures through this study induce expectations of the following educational effects. Firstly and based upon the comprehension of Public Arts, diverse visual culture will be recognized by the individual promoting the expansion of range and concept in Arts awareness which will eventually enlarge one's perspectives in fine Arts. Secondly and in aiming for visual education through Public Arts related closely with our students' daily routines, it will also enlighten our students that visual culture can be easily encountered during their daily lives. Thirdly, visual literacy can be cultivated through a student's effort in recognizing diverse public Arts, observe visual culture with a new perspective and experience. Lastly, studies of seeking a true purpose for education within the changing field of Arts can be made through presenting an instruction plan and study materials in par with block scheduling that promotes aesthetic experience, expression, and appreciation during Art lessons. As mentioned above and through visual literacy cultivation during adolescence, we are now capable of properly observing Public Arts that is deeply rooted in our lives. Consequently, it seems most reasonable to direct the education of Arts towards cultivating criticisms and proper observations that will later on assist in nurturing future leaders within the flooding visual culture.
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