敎育에 있어서 美術科의 課題와 美術學習指導에 關한 理論的 硏究 : 兒童 美術敎育을 中心으로 = A Theoretical Study on Teaching Method and Subject of Art Course in Education
저자
발행기관
학술지명
권호사항
발행연도
1967
작성언어
Korean
KDC
370.000
자료형태
학술저널
수록면
235-260(26쪽)
제공처
소장기관
Art lends itselt readily to a form of education which is both acceptable and beneficial to child.
With its subject matter arising from the pupils experience, and with its flexibility as to the modes of expression which may be employed, art may be used to suit most of the varying types of personnality to be found among pupils. Because pupils may develop profound interests and find deep satisfaction in art activities, the intellectual and emotional disciplines inherent in these pursuits may work their beneficial effects upon all those pupils whose energies they absorb. Art demands of the creating person the greatest honesty and the highest sense of values, so that in time the student who submerges himself in this work may begin to develop a personal philosophy of worthy conduct and belief having application to any field of human endeavour.
The education of an individual is not complete unless he has learned to partici pate to the full extent of his abilities in affairs involving a group.
As well ase xerting beneficial effects upon the individual pupil, art may assist him to develop insights into the techniques of working with others. Many art activities allow the children naturally and creatively to solve numerous problems which arise when people gather together for the purpose of thinking as a group.
The energies of pupils which are always seeking some outlet can travel in any
direction, either good or bad.
The vandalism of gangs of youth mentioned from time to time in the daily newpapers, are a manifestation of the fact that pupils seek expression, and that their energies have not been guided along creative. The creative person in not a destroyer. That all pupils should be directed towards creative endeavours is obviously most necessary. In art may be found a channel of major importance in which pupil may find a positive, and entirely worthy form of expression.
Art education during pupils calls for a carefully chosen pedagogy. If the teeching methods used are influnced by the great tradition of man's artistic herit age, they will tend express his feelings either of wonder and delight at the worldin which he finds himself, of his approval or disapproval of the actions of other men with whom he comes in contact, has painstaking by developed way of working thinking and feeling which are characteristic of all those who produce art forms.
These practices which have evolved are founded upon the tradition that the creating person must have control of the tools and media. together with the ideas and feeling associated with expressive acts.
For the teacher of a pupils to deny the necessary freedoms of thought and action which are traditional to artistic endeavour is to prevent the pupils from participating in art.
In allowing these freedoms, the teacher is no way removes disciplinary measures. One cannot be responsible for artistic acts without exerting a high degree of selfdisciplline.
The tasks of sifting experiences and of resolving these experiences into design forms call for the greatest personal discisplines on the part of those pupils who enter into them.
To allow these freedoms in no way eliminates the need of guidance in the art class whatever guidance is given must be timely and closely associated with the pupils' problems as they arise during the course of expression and must be supported by exceptional professional insight into both education and art.
For a young person to derive full benefit from his studies in art, he must continue this work throughout the entire period a child, No field of study can duplicate entirely what art has to offer. The kind of thinking in relation to experiences, tools and materials found in art is unique to this field.
Those children who terminate their artistic studies in early pupil, a stage of human development full of pesonal diffculties, can never realize their full potentialilities in this work.
Only by coutinuing a programme of art education throughout their whole school -life, can they discover their own artistic powers and gain insihght into the true nature of art.
In art may be found a field of study which, if educational conditions are right, may contribute in a unique fashion to the development of child. Elementary schoolls have made enomorous strides in bringing art into the service of general education. Many of those responsible for educational matters are now realizing that this subject may be equally if not more, beneficial in elementary education than it is at the secondary level, so that we may look forward confidently to an increased use of art education in the elementary schools of our educational structure.
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