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아동미술발달 이해를 위한 사회문화적 관점의 학문적 접근들

Title
아동미술발달 이해를 위한 사회문화적 관점의 학문적 접근들
Author
김미남
Keywords
발달론적 관점; 사회문화적 관점; 아동미술; 아동미술에의 사회문화적 영향; child art; developmental perspective; socio-cultural influence on child art; socio-cultural perspective
Issue Date
2012-05
Publisher
한국국제미술교육학회
Citation
미술과 교육, 2012, 13(1), P.103-123, 21P.
Abstract
Over the last part of the 20th century, art educators have discovered and explicated many aspects of children's artistic development more fully by considering the impact of cultural context on children's visual expressioin. Studies based on the traditional developmental perspective consider children's artistic development as genetic, universal, and occurring linearly while more recent studies consider societal and cultural factors within the learning contexts. Recently, diverse forms of artistic development have been evidenced, which question the traditional belief in children's learning and development in art. While interest in research on the cultural influence on child art has increased, discussion has not focused on developing a framework to organize or summarize this emerging body of literature. In this study, it is attempted to categorize studies on child art within socio-cultural perspective to provide information about what these studies found and what is the meaning and function of these studies in the field of art education. Since investigating children and their art-making considering diverse socio-cultural factor is very complex, results of these studies has not examined well so far. It may cause the developmental perspective to be still playing a core role in understanding child art. Therefore, in this study, it will be discussed what focuses previous studies on socio-cultural influences on child art have had, what they have found, and what future studies need to explore more. For this studies about socio-cultural influences on child art arre divided into three categories. The first category relates to the influence of the socio-cultural context from a macro lens. These studies mainly explore how graphic models or expressive strategies used in the dominant visual culture are reproduced in children's drawings or affect their visual expressions. The second category focuses on the influence of the existing dominant socio-cultural value of belief in a specific context on children's visual expressions. Such studies attend to what socio-cultural value of belief is reflected when children choose themes or expressive strategies instead of what similarities exist between the visual culture and the symbols and images of children's drawings. The last category covers issues of children's art learning as socio-culturally constructed learning with external intervention with emphasis on the meaning of interactions with others and the significance of interactions with others in children's art learning and development.
URI
http://www.dbpia.co.kr/Journal/ArticleDetail/NODE07194825http://repository.hanyang.ac.kr/handle/20.500.11754/70067
ISSN
1229-747X
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > APPLIED ART EDUCATION(응용미술교육과) > Articles
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