회화의 문화적 상징을 활용한 다문화 미술교육 프로그램 개발 -조선 민화와 17세기 네덜란드 정물화 비교를 중심으로 -

서지정보

· 발행기관 : 한국조형교육학회
· 수록지 정보 : 조형교육 / 33권
· 저자명 : 양민영

목차

I.서론
II.미술교육에서의 다문화교육
III.조선 민화와 17세기 네덜란드 정물화의 상징성
1.작품 제작의 시대적 배경
2.조선 민화와 17세기 네덜란드 정물화의 상징성 비교
3.상징성 비교의 다문화 미술교육의 의의
IV.미술과 교수-학습 프로그램
1.수업 대상 및 학습목표,차시별 계획
2.본시 교수?학습 과정안 (1차시)
3.본시 교수?학습 과정안 (2～3차시)
V.결론
※ 참고문헌
※ ABSTRACT

초록

한국 사회는 급속도로 다문화 사회로 변해가고 있다.이는 세계화의 변화에 따른
것이지만 무엇보다도 늘어나는 거주 외국인과의 국제결혼에 의해 결혼 이민자가 증가
하면서 나타난 현상이다.이미 거주 외국인 100만 시대를 맞은 한국사회는 더욱 빠르
게 다문화 사회로 접어들 추세이다.이러한 다문화 사회 측면에서 문화상대주의적 관
점에서 받아들이는 것이 중요하다.국제화,다원화시대에서 한 나라의 정치,경제 등
을 포함한 모든 분야와 영역뿐만 아니라 개개인의 일상생활까지 많은 영향을 끼친다.
이것은 국가 간의 상호 의존성이 증가하면서 한 번도 경험하지 못했던 다른 나라의
사람들과 문화,생활,행동,사고,인식체계를 교류해야 함을 의미한다.즉,자기나라와
다른 관습,행동양식,태도,가치체계를 갖는 사회의 문화를 이해하고,편견을 버리고
다함께 공존하는 사회를 지향하는 것이 다문화교육의 기본이라고 할 수 있다.또한
세계 문화의 다양성 속에서 개별문화의 정체성에 대한 요구가 더 강조되며 이는 문화
의 고유성 자체가 세계문화의 풍요롭고 열린 다양성을 통하여 발전되는 것이라고 할
수 있다.

영어초록

A pluralistic society means that individuality in each individual's thought and
actions is emphasized and each difference is recognized and its value meaning is
granted. Human image to discuss with people who have different information and
knowledge and respect difference and have thought and value recognition to
recognize the necessity of negotiation and adjustment is required. The future's
social problems of the 21st century are the whole global problems and we cannot
survive while insisting only our own things. We must not have a sense superiority
or inferiority for each culture but accept the social cultures to which we belong.
In particular, art plays a role in deciding its national culture type and is one of
the culture's dynamic factors and the most complicated ones.
Multicultural art educationcan be called critical reflection on discrimination
and prejudice and interest in cultural pluralism. In this situation, the multicultural art
education jumps over the limit of modernism and widens understandings of the world
culture as well as their own art cultural heritage and fields which have been estranged.
The cultural relativistic education of a pluralistic period is to learn similarities
and differences through the symbolistic language of art with people who have
different cultures and recognize cultures of different people and understand the
characteristics of each culture through the above.
Students are able to compose knowledge and information on the world art
culture according to their own interest. The aspect to understand each country's
culture in the world including art as education and that to posses and enjoy the
culture as consumers are required. Based on the necessity of this multicultural art
education and theory of multicultural art education, our Chosun's folk and the
Netherlands' Vanitas still life painting in the 17th century are compared. As
general citizens appeared as the main bodies of art, we need to appreciate
paintings which focus symbolismon things by understanding historical background
in which art works develops differently from the previous times. Based on this,
this class was planned and proceeded in order to recognize that on the other side
of the earth, the culture we thoughtit different from us has a common sense and
express the symbolism of current things granted by us as a formative factor of a
visual language. This will play a role in development to an art consumer who can
face acultural period and appreciate and criticize art by themselves through
deviating only reappearing area of seeing, drawing and coloring. In addition, it
will act a role in recognition of different cultures from me and the international
understanding education which can be a chance to coexist through the learning to
art works which developed variously in compliance with national characteristics
and formation course of the accumulated art cultures of each country.

참고자료

· 없음