앨버트 반즈(Albert Barnes)의 미술교육론: ‘전이(轉移)되는 가치’의 개념을 중심으로

서지정보

ㆍ발행기관 : 한국조형교육학회 ㆍ수록지정보 : 조형교육 / 51권
ㆍ저자명 : 민주식

목차

I. 서론
Ⅱ. 선행연구의 검토
Ⅲ. 미술의 교육적 가치
Ⅳ. ‘전이되는 가치’의 이론
Ⅴ. ‘전이되는 가치’의 구조
Ⅵ. 결론
참고문헌

영어 초록

The purpose of this paper is to illuminate the contribution of Albert Barnes
on the evolution of art education by examining the concept of ‘transferred values’.
Barnes developed his own theory of art education contacting directly with John
Dewey. Barnes’ theory is implicated in the understanding of children’s personal
development and developing curriculum, on the basis of Dewey’s theory of
education which aims to overcome the dualistic point of view.
According to Barnes' theory of art, the work of art is a product from
creative intelligence and a complete fusion of material and spirit. He has expected
to cultivate perceiving recognition by detecting the quality of artist's spirit which
is merged with the material of work of art. He argued that the aim of art
education is the learning to see. To see, that is emerged from art, is the
aggregated of emotion and intellect. It doesn't mean to receive the outer stimulus
merely by the sense organ eyes. It accompany the operation of creative intellect
corresponding to the spirit of beholder.
The significance of the art education theory developed by Barnes and Mazia,
in the basis of Dewey's thoughts on education, is following. Firstly, they
demonstrated the territory of ‘third quality' which is generated from interaction
between the quality belonging to work of art and the individual experience of
appreciator. Secondly, as the concept of ‘creative distortion' shows, they explicit
the work of art as aesthetic medium which connects the ordinary world, art world
and individual world. Thirdly, they developed the theory of objectivity in aesthetic
value from the viewpoint of surmounting the dualistic idea.

참고 자료

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