우리나라 디자인 계열학과의 기초디자인 교육과정에 관한 연구 = (A Study of Basic Design Education Curriculum in the Korena Design related College)
저자
발행기관
학술지명
권호사항
발행연도
1988
작성언어
Korean
KDC
040.000
자료형태
학술저널
수록면
1-23(23쪽)
제공처
소장기관
The Purpose of this thesis is to find the ways of cultivating design related curricula in the University and to Provide reference materials in establishing reasonably organiged teaching ideology and methodological structure.
This research mostly relied on the paper studyings and the procedures are as follows:
First, in order to show the characteristics of design education, which is one of the fields of art deucation, I reiewed the meaning of art education the concept of design and the fundamentals, the aim and the value of design education.
Second, in order to establish the teaching ideology and the methodological structures of the design related departments in the university, and to find the fundamental theories needed for the organization of teaching curricula, I reviewed the ideology and the function of univeristy education and looked for the concept, the planning principles and the procedures of curricula.
Third, for the materials needed to find the direction of improvement, I compared the curricula of disign related department in New York University with those of seven local universities and analysied them.
Third, for the materials needed to find the direction of improvement, 9 compared the curricula of design related department in New York Univeristy with those of seven local universities and analysed them.
The summary of the results obtained from above research procedures are so follows:
First, the teaching ideology and the function of design related departmetns in the university should keep the balance among functions and should not either sacrifise or weaken any one of such functions of teaching, research and social service on the ground of teaching ideogy and the function of university.
Second, in order to improve the design research not only the practical training but also the incresing actual design knowledges. Thus, each student should choose his own major not only in the field of practical training but also in theoretical field, and should develop the ability to stydy by themselves.
Third, each point of the curricular in design related departments should be organised on the basis of design itself and the major field should be deeply studied by expanding the relevant choice varieties to research for the mutual relationship with other fields.
Fourth, the symbol design subject should be studied and the parts of curricula should be arranged with more systematic and unified ways by rearranging the names of each subject.
Fifth, as the organigation of curricular is under the influence of social and cultural circumstance of each nation, the development of actual curricular should combine the field of "actual management planning" with that of "plactical adventure" in a given circumstance.
In my view, each university should establish its own educational aim by choosing one out of these factors such as academic discilpline study, teaching education, and performance, and I think it is desirable for the university to cultivate its own characteristics. if so, this shall be a guide for each student to establish his future ways of activities. in addtion, this shall be related with the idea of returning special knowleges to the society as each student deeply studies his own majors. Thus, I shall suggest as follows;
The curricular of design department in the university should contain the teaching idelolgy and the function of the university.
In other words, on the basis of three factors such as research, teaching and social service, the charasteristics of each university, which might be divided into academic discipline study, teaching education and performance, should be implicated in the factors of each teaching curriculum. Also, each student should choose his own major not only in the field of practical training but also in theoretical field, and the school should be considerate enough to let the students study the right factors by expanding the chances of choosing relevant subjects.
In addition, the foundation subject should be established other studying the subject of teaching curriculum, and related with the design department should be cultivated by studying the new knowledgls. Particulary, even if these is no one who can deny the necessity of basic design education, it is very based to show the methods and the contents of it. The results of basic design education can not be evaluated by the quality of its outcomes or a test, and it is expected that the student shall conceive the benefits of it in a certain time of the future. This is because such things are not copmared with other methods of basic education. However, we must know that this kind of uncertainty decrease the necessity of analytical and systematic study rather than promote the flexibility of basic design education methods.
The establishing reasonable standard to organise the foundation curricula should be done first before establishing concrete contents and operating methods, and that standard should be fitted in with the aim, resources, circumstances, and the reality of the basic curricula of the general educational faoilities.
The contents of the educational curricular should be continously evaluated and cultivated rather than be organised in a concrete way during a particular period of time, and the operation should be made on the basic of democracy, in which professors and students, can particiapte for discussion, judgement, and decison making. In other words mutual understanding of individual chracteristics, freedom and will is required matter.
Thus, the foundation curricular should be cultivated to cover the whole department of the arts rather than be restisted in a certain particular department.
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