수업에의 미학적 접근: 미술교사에 의한, 미술교사를 위한 toolbox

Abstract

The emphasis on logical, systematic, and efficiency-based instructional design risks sacrificing the complexity, ambiguity, and flexibility of art learning, which mostly deals with unstructured knowledge. This study started with practical efforts to overcome the limitations of logical, linear, and efficient approaches to complex problems of art teaching. The purpose of this study was to establish a conceptual foundation that enables alternative ways of art classroom research, and to explore practical tools for visualizing art teachers’ instructional design process. This study discussed the possibilities of the aesthetic approach in art teaching, beyond the scientific and procedural approaches, based on the concept of art-based education research. In this respect, the main content consisted of proposing the art class “toolbox” as one of the visual, metaphorical, and interpretive instructional design tools. The significance of this study can be found in that art teachers define the problems they want to deal with, find solutions in creative ways, and suggest tools for new interpretation and imagination of art teaching.