earticle

영어

From the history, we have noticed the significant paradigm shift in art education. From the late 20C, art educators moved from DBAE to more contextual and expansive curriculum. Visual culture art education(VCAE) as a new art education paradigm allows new and expansive topic, subjects, medium, and technologies to come about. Also, VCAE allows an atmosphere to talk about social, political and global issues in art classroom. Therefore, visual culture art education is widely accepted and became a powerful paradigm in contemporary society. The use of new technologies has brought about new forms of computer-generated visual culture. A large part of contemporary visual culture consists of a digital visual culture whose manifestations have been facilitated by digital technology. Thus, educating students in a systematic manner about the benefits of digital media creation has become a significant part of art education. Art education should facilitate the understanding of digital culture through digital visuals, which students can use to analyze the contextual socio-cultural meaning of digital visual culture. I believe that the role of contemporary art education should be the facilitation of digital visual culture creation, and I also believe that students should understand both how media can be used to produce meaning and how media can be used to produce digital visual pieces of art. As a new paradigm, VCAE suggests many different potentialities to integrate with and approach to. In this paper, I will explore K-12 curricular and instructional considerations that should be taken into account in VCAE. I propose five possible approaches to teach a wide range of visual culture. First, the spirit of DIY(Do it yourself) can be integrated into VCAE in terms of producing project based curriculum. This implication in the field of art education can frame a new style of learning about art and can be an alternative art pedagogy which is individual and meaningful. Further, focusing on digital art and digital media is significant in contemporary art education. Although vision is necessarily ranked as the highest sense, contemporary art education should necessarily involve multi-sensory experience. Adapting literary device such as storytelling, parody and metaphor to art making practice may open new possibility in the field of art education Also, incorporating art activism into art classroom can inspire students' critical thinking and debate, and this will open the possiblities to change the perspectives to look at the world, politics, social issues. Thus, I introduced the possibilities of digital storytelling in art education as a practical example. Digital storytelling allows students to construct their own knowledge and ideas, and to present and share their ideas more effectively through the use of multi-media production, provoking multi-sensory experience. My pedagogical stance is that students are digital generation, and they engage socio-cultural activities, adapt literary devices, emphasize multi-sensory experience, communicate with digital technology, and develop personal-social-cultural identities. Past decade has seen a great number of art educators deciding to integrate visual culture into their classroom. The art world and art classrooms has changed dramatically, and they have become more democratic and participatory with digital technology. It is important to examine a wide range of potentialities of visual culture art education in order to reassess and reconstruct our goals and course for contemporary art education. Contemporary art education should shape students' experiences and creative expression. Also art educators should keep in mind that art education is not for mere image creation but for the meaning-making process. I suggested five different principles for teaching visual culture art education. I believe this insight offers exciting new possibilities for art educators to promote meaningful artistic production in the classroom.

한국어

최근 미술교육의 화두는 시각문화 미술교육이다. 창의성을 중요시하는 아동중심 미술교육을 거처, 학문기초 미술교육을 거쳐 새로운 패러다임으로 부상한 시각문화 미술교육은 다원주의를 표방하는 포스트모더니즘의 등장과 함께 그 영향력이 커졌다. 시각문화 미술교육은 이미지를 둘러싼 사회 문화적 맥락에 주의하고, 이미지를 둘러싼 다양한 해석과 접근법을 인정한다. 미술교육의 대상 역시 순수미술에서 대중문화, 시각적인 자극을 주는 환경, 각종 시각정보, 디지털 미디어 등으로 확장시켰으며 작품제작 뿐 아니라 비평을 적극적으로 권장한다. 자기 표현을 위한 미술 작품 제작뿐만 아니라 개개인에게 민주적인 권한을 부여하고 의미의 영역을 확장시키는 시각문화 미술교육이 나아갈 실천적 방향을 모색해본다. 먼저 개인의 성장을 도모하고 개인의 권한을 강조하는 프로젝트 기반 미술교육의 가능성을 제안한다. 또한 동시대의 시각정보와 시각문화의 대다수가 디지털 포맷임을 인지할 때 디지털 세대들에게 흥미와 가능성을 열어주는 미술교육으로 디지털 미디어 제작에 주안점을 두는 커리큘럼을 제안한다. 시각중심의 미적경험을 뛰어넘는 공감각적인 접근으로 미술 감상과 미술작품 제작을 하는 방향이 제시된다. 포스트모던 미술에서 다양하게 활용되는 언어학적인 기법들(이야기, 은유, 패러디)을 활용하여 미술작품 제작하도록 한다. 또한 사회-문화 맥락적인 해석과 분석을 중시하는 시각문화 미술교육을 통해 학생들이 보다 실천적이며 사회 참여적이도록 권장해야 할 것이다. 위와 같은 다양한 가능성을 제안하는 하나의 실례로 디지털 스토리텔링을 통한 디지털 미디어 프로젝트를 소개한다.