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dc.contributor.author김미남-
dc.date.accessioned2018-04-20T00:16:27Z-
dc.date.available2018-04-20T00:16:27Z-
dc.date.issued2012-05-
dc.identifier.citation미술과 교육, 2012, 13(1), P.103-123, 21P.en_US
dc.identifier.issn1229-747X-
dc.identifier.urihttp://www.dbpia.co.kr/Journal/ArticleDetail/NODE07194825-
dc.identifier.urihttp://repository.hanyang.ac.kr/handle/20.500.11754/70067-
dc.description.abstractOver 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.en_US
dc.language.isoko_KRen_US
dc.publisher한국국제미술교육학회en_US
dc.subject발달론적 관점en_US
dc.subject사회문화적 관점en_US
dc.subject아동미술en_US
dc.subject아동미술에의 사회문화적 영향en_US
dc.subjectchild arten_US
dc.subjectdevelopmental perspectiveen_US
dc.subjectsocio-cultural influence on child arten_US
dc.subjectsocio-cultural perspectiveen_US
dc.title아동미술발달 이해를 위한 사회문화적 관점의 학문적 접근들en_US
dc.typeArticleen_US
dc.relation.no1-
dc.relation.volume13-
dc.relation.page103-123-
dc.relation.journal미술과 교육-
dc.contributor.googleauthor김미남(Mi-Nam Kim)-
dc.relation.code2012214871-
dc.sector.campusS-
dc.sector.daehakCOLLEGE OF EDUCATION[S]-
dc.sector.departmentDEPARTMENT OF APPLIED ART EDUCATION-
dc.identifier.pidmxk414-
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > APPLIED ART EDUCATION(응용미술교육과) > Articles
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