예술교육의 근거로서의 미학

Abstract

Aesthetics as a Ground-Discipline for Art Education

Kim, Kwang-Myung Professor, Soongsil Univ.

Aesthetic discipline-based art education is assumed to improve the effects of art education. Especially, the aesthetic learning is related to deepen and elevate the value of the arts. According to Blocker and Parsons, "to teach aesthetics is to promote and exploit the questions which in any case arise in the classroom." An aesthetic understanding make it realize how to guide students to have an experience the arts more effectively. In the age of postmodernism and multiculturalism we teach students to understand cultural diversities and differences. Since the period of postmodern culture, the problem of emotion and sensibility has been a major concern of art and philosophy because of its vital diversities. An better understanding of artworks can be attained within communities that share assumptions and expectations. Here we can say the term, 'common sense.' The aesthetic common sense plays a key role in extending the world-knowledge, under the name of universal communicability. Not knowledge, but communicability and common sense are the criterion for universal validity. On the background of this aesthetic common sense the students in the classroom can share the common ideas and values with each other. Aesthetics is not merely a theoretical enterprise, but also a normative practice- a discipline that implies practical exercise or educational training that is aimed at achieving useful ends. And art is the main source for enjoying our own emotional life. It can provide the better quality of life.