純粹立體 造形과 工藝學習

Abstract

중학교 美術敎育은 미술의 特性인 情緖와 個性, 直觀과 創造性 등과 관련되어 있으므로 美術敎育現場에서 이루어지는 授業計劃에 따라 學習結果가 크게 달라진다. 本 硏究에서는 중학교 美術敎育의 工藝學習의 形態形成에 있어서 傳統工藝의 모방이나 再現 또는 機能 위주의 학습에서 오는 결과를 문제로 提起한다. 本 硏究의 目的은 공예 학습의 合目的的인 表現活動을 위하여 純粹立體造形學習이 工藝學習의 美的 感賞形態表現에 있어서 어떤 영향을 미치는지 檢證하는데 있다. 本 硏究의 內容은 중학교 2학년 美術科 敎科目中 공예 학습과 純粹立體造形學習과의 상관관계를 중심으로 학생의 作品, 成績 質問紙 그리고 敎師의 面接을 통하여 比較分析하였다. 本 硏究의 方法에서 基本道具는 文獻, 학생의 作品, 成績, 質問紙 敎師의 面接이다. 作品은 形態別로 분류하여 配合標集하였고 純粹立體造形學習과 工藝學習과의 관련도와 영향도를 중심으로 比較分析한 결과 純粹立體造形原理를 통하여 主體的인 美的形態觀이 形成되고 基礎造形能力이 培養됨을 알게 되었다. 학생들의 미술성적은 工藝學習時間에 제작한 作品의 반 평균 성적과 성적분포 관계 그리고 개인 성적을 分析한 결과, 純粹立體造形學習은 공예 학습의 성적을 크게 향상시키며 機能表現에도 效果가 있으므로 단원의 目標達成度에도 크게 기여한다. 質問紙는 학습자의 學習體驗을 토대로 하여 純粹立體造形學習과 工藝學習의 상관관계를 百分率에 의하여 統計處理하였는데 授業計劃에 있어서 純粹立體造形學習 후에 공에 학습을 실시하면 그 美的 形態形成에 큰 效果가 있다는 의견이 절대적이다. 面接은 現職 美術敎師 8명을 目的標出하여 指導經驗에서 오는 綜合見解로서 學習內容編成에 있어서 단원의 目標와 學習內容의 연관관계를 보아야 하고 적절한 指導方法을 선택해야 된다는 것을 알게 되었다. 本 硏究에서 얻은 結論을 綜合하면 다음과 같다. 1. 純粹立體造形學習은 工藝學習의 表現活動에 있어서 個性的이고 主體的인 造形觀 形成, 材料, 技法, 感賞訓練 등에 의하여 높은 質의 美的感賞形態를 形成하는 基礎造成能力培養에 큰 역할을 한다. 2. 美術敎育은 授業計劃에 따른 學習內容의 編成에 따라 創作現象의 展開科程에서 學習效果가 다르므로 單元의 目標達成度가 크게 달라진다. 3. 工藝學習에서 感賞形態의 創造的인 具現과 質的向上에 效率的인 機能性이 隨半된다.;The education of fine arts for the middle school is so closely related with the emotions, the individual character, intuition and creativity that its learning varies greatly according to the teaching program practised in the field of fine arts education. In this thesis various results are studied from the immitation or representation of the traditional craft objects, and from the learning which are focused on function in the field of craft learning of the middle school fine arts education The aim of this study is to prove the effect of the pure plastic learning upon the artistic expression of the appreciation of the form in the crafts learning for the proper expressional activities in the crafts learning. The contents of this study is to compare and analyze the co-relation of the crafts learning with pure plastic learning in the fine arts course of the second grade students of the middle school. The basic instruments used in this thesis is documents, students' works, marks, questionnaire, and the interview with the teachers. Students' works are carefully selected by the classification of the form, and the comparison and analysis through the co-relativity of the pure plastic learning with crafts learning showed that through the pure plastic art theory the students could form the subjective view on the expression of art and cultivate the fundamental ability of plastic arts. The analysis of the average marks of the class, the distribution chart of the marks and the individual mark revealed the fact that the pure plastic learning advanced the marks in the crafts learning to a great degree and it also made a great contribution to the accomplishment of the class through the effective functional expression. The questionnaire was based on the learning experience of the students and the co-relativity of the pure plastic learning with the crafts learning was statistically presented by the percentage. As for the planning of the curriculum, the dominant opinion was that it was more effective to practise first the pure plastic learning before the crafts learning. The interview was done, selecting the present eight teachers, with the compositive synthetic opinion accompanied by the teaching experiences. In the arrangement of the curriculum it is important that the relation of the object of the learning with its contents should be examined and also the proper teaching method should be used. The conclusion of this thesis can be summarized as follows. 1. The learning in the pure plastic art has a great effect on the cultivation of the basic formative faculty to make the advanced appreciation ability, by the characteristic, subjective formative composition; material; method: appreciation practice in the craft learning activities. 2. In the Fine Arts education the effect and accomplishment of the course varies to a great degree according to the developing process and the organical relation of the planning of the curriculum and the teaching method. 3. The formative value of the appreciation and the artistic development in the crafts learning courses are necessarily accompanied by the effective functional expression ability.