전시기획 활동 수업이 학습자의 미술비평능력에 미치는 영향 : 고등학교 2학년 미술동아리를 중심으로

김수현,김효정 한국초등미술교육학회 2020 미술교육연구논총 Vol.60 No.-

The purpose of this study is to confirm the effect of the exhibition planning activity class on learners' art-criticism abilities. Consequently, the exhibition planning activity and art-criticism ability were reviewed theoretically to design art-criticism programs through the exhibition planning activity, and the integrated activities of exhibition planning and art-criticism were conducted with quantitative research by the club. The subjects of the study were 28 sophomores at D High School in Seocho-gu, Seoul, who were composed of the experimental group and the controlled group of 14 people, respectively. The study was carried out with a total of 6 classes, the topic of which was ‘Expanding Criticism of Artwork through the Exhibition Planning Activity’. First, through the class of exhibition planning activity, I examined the change in the cognitive and affective aspects of the experimental group, and secondarily, through the art-criticism class based on the exhibition, I saw how the exhibition planning activity class brings about changes in the art-criticism ability of the experimental group, compared to the controlled group which take the general art-criticism class. The results of the study were analyzed statistically through the SPSS/WIN Ver 22.0 Statistical Program using the evaluation method of appreciation area of high school art provided by the Ministry of Education (2015) and the art-criticism ability assessment tool of ‘Research on Teaching Modern Art Appreciation for Improved Art Critique Ability for 2nd Grade High School Students’ presented by Chung Hae-soo (2015). In addition, a comprehensive change in learners' art-criticism abilities was derived by analyzing the learner's art reviews, practical results, and self-evaluation papers. In conclusion, the exhibition planning activity class of this study did not have a positive effect on the learner's art-criticism abilities overall, but I was able to confirm that the students had a positive effect in preparing and organizing the classes and that the students' self-evaluation of the exhibition planning activity was very high. 본 연구는 전시기획 활동 수업이 학습자의 미술비평능력에 미치는 영향을 확인하는 것을 목적으로 한다. 이를 위해 전시기획 활동과 미술비평능력에 대해 이론적으로 고찰하여 전시기획 활동을 통한 미술비평 프로그램을 설계하고, 전시기획과 미술비평의 통합적인 활동을 동아리를 중심으로 양적연구를 진행하였다. 연구대상은 서울특별시 서초구 소재 D고등학교의 2학년 미술동아리 28명으로, 실험집단 14명과 통제집단 14명을 선정하였다. 학습주제는 ‘전시기획 활동을 통하여 미술작품 비평 확장하기’로 총 6차시의 수업을 진행하였으며, 1차적으로 전시기획 활동 수업을 통해서 실험집단의 인지적 영역과 정의적 영역의 변화양상을 살펴보고, 2차적으로 전시를 토대로 한 미술비평 수업을 통해 전시기획 활동 수업이 일반적인 미술비평 수업을 한 통제집단과 비교했을 때 실험집단의 미술비평능력에 어떠한 변화를 가져오는지 살펴보았다. 연구결과는 교육부(2015)에서 제공하는 고등학교 미술과 감상영역의 평가방법과 정혜수(2015)가 제시한 ‘미술비평능력 향상을 위한 고등학교 2학년 현대 미술 감상지도 연구’의 미술비평능력 평가도구를 사용하여 SPSS/WIN Ver 22.0 통계 프로그램을 통해 검사결과를 통계적으로 비교 분석하였다. 또한, 학습자의 비평문과 실기 결과물, 자기 평가지를 분석하여 학습자들의 미술비평능력 변화를 종합적으로 도출하였다. 결론적으로 본 연구의 전시기획 활동 수업은 학습자의 미술비평능력에 전반적으로 긍정적인 영향을 미치지 못하였지만, 학생들이 수업을 준비하고 정리하는 데 있어 긍정적인 효과를 보인 것과 전시기획 활동 수업에 대한 학생들의 자기평가가 매우 높다는 것을 확인할 수 있었다.

2015 개정 교육과정과 고등학교 『연극 감상과 비평』 교과서 연계 분석 - 성취기준을 중심으로

이연심 ( Lee Yeon Sim ) 한국연극교육학회 2021 연극교육연구 Vol.38 No.-

As a follow-up study of advanced study, this study, having interest in the process of didactic transposition that occurs while realizing curriculum in school settings, aims to make a sequential analysis on the 『Appreciation and Criticism of Theatre』 textbook focusing on the achievement standards of 2015 Revised National Curriculum, and obtain implications for development and modification of textbook as well as revision of future curriculum. To achieve such purposes, this study established analysis standards based on the ‘Appreciation and Criticism of Theatre’ curriculum and curriculum research and development report 『Research and Development of Draft for 2015 Revised National Curriculum Ⅱ-High School Art Subject Curriculum』 from the 2015 Revised National Curriculum. To analyze connectivity between achievement standards and establishment of units, this study examined large, medium and small units to identify in what units each of 23 achievement standards is being realized. With respect to learning objectives, this study set ‘Is learning objective established suitably for realizing achievement standards?’ as a standard of analysis, and for learning activity, this study generated and 90 elements for analysis of learning activity by achievement standards (26 content learning elements, 49 aimed learning elements, 15 application learning elements) and set the elements as analysis standards. Analysis results can be summarized as follows. While borrowing the principle of textbook model focusing on the core achievement standard as a formality, 『Appreciation and Criticism of Theatre textbook is reconstructed』 focusing on the eyes of recipients, not of producer in terms of contents, and most of achievement standards are being distributed and realized in a multiple number of units after being integrated between and within the areas excepting ‘Understanding of Appreciation and Criticism’, and this study confirmed that achievement standard [Yearbook 12-02-02] is omitted in the aforementioned process. Total 58 learning objective are suggested by small units and 21 of which are considered appropriate to realize each achievement standard, whereas 37 need to be improved for realizing achievement standards. Aspects of learning objectives that need to be improved are① learning objective that analysis-integration is necessary due to repetition or excessive segmentation, ② learning objective that needs to be reestablished due to duplication of learning contents, ③learning objective that needs to be expanded for lack of learning content. As for learning activity, 86 out of 90 elements for analysis of learning activity by achievement standards are being realized in a variety of textbook elements, but content or activity is omitted in 1 content learning element and 3 aimed learning elements respectively. With respect to learning activity, this study discovered problems such as learning activity without consideration to the amount of learning, learning activity that duplication of contents is worried, learning activity that learning contents are uncertain or there is a leap of learning process, learning activity that advance learning is required etc. Implications of this study include this study reconstructed curriculum in a creative way by looking ‘Appreciation and Criticism of Theatre’ subject from the perspectives of the audience, this study organized to enable students to learn appreciation and criticism based on the elements of theatre and appreciation such as production, acting and stage instead of learning appreciation and criticism based on the type and style of theatre. Based on the result of analysis, this study suggested ①organization of textbook units based on the thorough analysis of curriculum, ②segmentation of learning objectives through analysis of curriculum, ③reexamination of the segmentation levels of curriculum achievement standards, ④construction of communication system between textbook and curriculum developers, ⑤construction of communication system between textbook developers by subject, ⑥secure of performing and film materials as textbooks, ⑦case study of the use of textbook etc. for future development of curriculum and revision of textbook. This study is expected to make a contribution to the qualitative development of textbook and formation of discourse about theatre curriculum and theatre textbook for the future.

도덕과 수업비평, 다시 읽다: 수업비평의 이론과 실천 사례 탐색

이재호,박대호 청주교육대학교 교육연구원 2023 학교와 수업 연구 Vol.8 No.2

본 연구의 목적은 수업비평 기준의 상호주관성에 근거하여 도덕과 수업비평의 실제를 제시하는데 있다. 이 목적을 달성하기 위하여, 본 연구에서는 수업비평과 관련된 주요 문헌을 분석하여 수업비평의 핵심 쟁점을 도출하고 그 쟁점에 대한 대안적 관점을 제시한 뒤에, 이를 기반으로 도덕과 수업비평의 구체적인 사례를 제시한다. 본 연구에 의하면, 수업비평의 근본 문제는 객관적 기준이 안고 있는 오류에서 벗어나면서도 상대주의의 문제에 빠지지 않는 기준이 무엇인가 하는 질문을 해명하는 것이며, 기준의 상호주관성은 그 질문에 대한 응답을 나타낸다. 수업비평은 객관적 기준에 근거하여 수업을 보는 일과 상호주관성에 근거하여 수업을 보는 일을 엄밀하게 구분하고, 어느 편이 예술로서의 수업에 적합한 것인가, 혹은 수업다운 수업에 적합한 것인가를 분명히 할 필요가 있다. 객관적 기준으로는 온전히 파악되지 않는 수업의 예술적 성격을 존중하고 바로 그 존중으로 좋은 수업의 기준이 점차 드러날 것이라는 생각이 바탕이 될 때, 수업비평은 좋은 수업의 추구라는 그 본래의 의미에 충실한 방식으로 이루어질 가능성이 있다. The purpose of this study is to present the practice of criticism of the moral instructional activity based on the inter-subjectivity of criterion. This study surveys major literature related to instruction criticism to extract the key issues of it and presents alternative viewpoints on those issues. Based on that, it presents the practice of criticism of the moral instructional activity. According to this study, the fundamental problem of criticism of the instructional activity is to clarify the question of what the criteria that do not fall into relativism while escaping from the error of objectivity. The inter-subjectivity of the criteria represents an alternative perspective on elucidating the question. In the instruction criticism, it is necessary to strictly distinguish between viewing based on the objectivity of the criteria and viewing based on the inter-subjectivity of the criteria, and making it clear which one is suitable for instruction as an artistic activity. When the artistic nature of instruction is respected and based on the idea that the criterion of good instruction will gradually be revealed through that respect, there is a possibility that criticism of the instructional activity will be conducted in a way that is faithful to the original meaning of the pursuit of good instruction.

중학교 1학년 가정교과서 활동과제의 비판적 사고 수준 분석

이미영,박미정,채정현 한국가정과교육학회 2010 한국가정과교육학회지 Vol.22 No.3

The objective of this study was to measure the critical thinking level of activity tasks included in home economics textbooks published under the 2007 Revised National Curriculum. For this purpose, we sampled 3 kinds of Technology‐Home Economics textbooks for 7th graders, selected activity tasks contained in the textbooks, and classified them by type. A total of 93 activity tasks were extracted, and they were analyzed using 9 questions on critical thinking prepared based on Kim Young-jung’s ‘9 Elements and 9 Standards of Critical Thinking.’The results of this study were as follows. First, the total score of the critical thinking level of activity tasks in the home economics textbooks was 66.8, which was not high enough to induce learners’ critical thinking. Among the sub‐categories of critical thinking, the score was high in order of argumentative thinking (83.9), analytical thinking (78.1), and dialectic thinking (38.3). As in the results, the activity tasks were particularly inadequate for inducing dialectic thinking. Second, in the results of analyzing difference in the critical thinking level according to unit, significant difference was observed among the units. Activity tasks in Units ‘Adolescents’ Self‐management’ (77.8), ‘Adolescents’ Consumption Life’ (75.2), and ‘Adolescents’ Sex and Peer Relationship’ (71.1) induced critical thinking more effectively than those in other units, but activity tasks in Units ‘Clothing and Self‐expression’ (61.4), ‘Adolescents’ Development’ (60.0), and ‘Adolescents’ Nutrition and Meals' (59.6) were inadequate for inducing critical thinking. Third, in the results of analyzing difference in the critical thinking level according to activity task type, the level was high in order of 'Inquiry Activities' (75.7), 'Discussions' (74.6), 'Practical Activities' (65.4), and 'Trials' (50.7), and the differences were significant. That is, among activity task types, 'Inquiry Activities' were most effective in inducing learners’ critical thinking and 'Trials' were least effective. 본 연구의 목적은 중학교 1학년 가정교과서에 제시된 활동과제의 비판적 사고 수준을 알아보는 데 있다. 이러한 목적을 달성하기 위하여 「기술․가정」교과서 3종을 표집하고, 이 3종의 교과서 전개 부분에 수록된 활동과제를 선별하여, 이를 유형에 따라 분류하였다. 최종적으로 추출된 93개의 활동과제 분석을 위해 김영정(2005)의 ‘비판적 사고 9요소 9기준’을 바탕으로 비판적 사고를 위한 9개의 문항을 개발하여 분석의 준거로 사용하였다. 2007년 개정 교육과정에 기초하여 출판된 중학교 1학년 가정교과서 중 임의로 표집된 3종의 교과서에 수록된 활동과제 분석 결과는 다음과 같다. 첫째, 가정교과서 활동과제의 비판적 사고 수준은 총점이 66.8점으로 나타나 학생들에게 비판적 사고를 유도하기에는 미흡한 것으로 나타났다. 비판적 사고의 하위 범주별로는 논증적 사고(83.9점), 분석적 사고(78.1점), 변증적 사고(38.3점) 순으로 나타나, 특히 변증적 사고를 유도하는 데 매우 미흡한 것으로 파악되었다. 둘째, 활동과제의 비판적 사고 수준이 단원별로 차이가 있었다. ‘청소년의 자기관리(77.8점)’, ‘청소년의 소비생활(75.2점)’, ‘청소년의 성과 친구관계(71.1점)’ 단원의 활동과제는 다른 단원에 비해서 비판적 사고를 잘 유도하고 있는 반면, ‘옷차림과 자기표현(61.4점)’, ‘청소년의 발달(60.0점)’, 그리고 ‘청소년의 영양과 식사(59.6점)’ 단원의 활동과제는 비판적 사고를 유도하는 데 미흡한 것으로 파악되었다. 셋째, 비판적 사고 수준이 탐구활동(75.7점), 토의ㆍ토론(74.6점), 실천활동(65.4점), 해보기(50.7점) 순으로 나타나 활동과제 유형에 따라 비판적 사고 수준에 차이가 있었다. 활동과제 유형 중에 탐구활동 유형이 학습자에게 비판적 사고를 유도하는 데는 가장 효과적인 반면, 해보기 유형은 비판적 사고를 유도하는 데 미흡한 것으로 파악되었다.

부산지역 음악 생산자와 소비자의 인식 조사를 통한 음악비평 활성화 방안

박진홍 ( Park Jin-hong ) 부산광역시사편찬위원회 2019 항도부산 Vol.37 No.-

The purpose of this study was to explore for a plan for activation of music criticism through a survey of readers’ recognition of music criticism in Busan. To this end, surveys were conducted with readers that were divided into music producers and music consumers. Music producers are people like composers, performers, and performance organizers, that directly create a variety of musical phenomena and provide the audience the subjects for musical criticism. Music consumers are people like audiences visiting the concert hall, music or radio listeners, or amateur musicians who like to play or create their own music, that enjoy music through performances, music sources, and records. The survey questions were about recognition of knowledge and experiences of music criticism, the role and values of music criticism, expertise of music critics, and subject of music criticism. 93 music producers that work in the area of Busan and 131 music consumers that live in Busan answered the surveys. According to the survey, both the music producers and consumers had high expectations about the role of music criticism, but they did not think music criticism was activated. Also, if music criticism is activated, they expect it to contribute to the development of music culture. They thought that in order to do this, a number of professional music critics would have to be trained, and general school music education, amateur club and university education must be conducted simultaneously. They also thought that it requires objective and reliable criticism, not just criticism filled with pleasant words, and the acceptance of this by the musicians is also important. Due to the development of internet, readers often received music criticism through electronic newspapers and personal blogs rather than paper. To this end, the increase of paper pages like daily newspapers and magazines is also necessary, but many people also thought that the number of music critics and approaches using the internet environment were necessary. We hope that the role and the values of music criticism will continue to be promoted, and that music criticism will be expanded in various ways so that everyone can communicate through musical material, and additionally, that the music culture of Busan can further develop.

2015 개정 ‘음악 감상과 비평’ 교과서 분석을 통한 국악 비평 활동의 질적 제고 방안 모색

김민하 한국국악교육연구학회 2024 국악교육연구 Vol.18 No.2

본 연구는 2015 개정 고등학교 ‘음악 감상과 비평’ 교육과정 및 교과서 분석을 바탕으로 국악 비평 활동의 문제점을 살펴보고, 이에 대한 질적 제고 방안을 제안하는 데 목적을 두었다. 국악 비평 주제, 교수ㆍ학습 방법, 교수ㆍ학습 자료 측면에서 국악 비평 활동의 질적 제고 방안을 제안한 결과는 다음과 같다. 첫째, 국악 비평 주제가 학생들의 비평적 안목 형성에 어떠한 역할을 할 수 있는가에 대한 교육적 접근에 기초하여 국악 공연(연주) 비평, 음반 비평, 작품 비평, 인물 비평 등의 비평 대상에 따른 비평 주제를 구안해야 함을 제시하였다. 둘째, 국악의 가치 해석 및 평가에 요구되는 상황 맥락(연행 맥락), 사회ㆍ문화적 맥락, 역사적 맥락, 음악 내적 맥락 등을 비평 활동에 적용할 수 있는 관점과 전략의 제시, 국악 비평을 위한 토론 학습 모형의 개발 및 토론식 수업 방안 마련, 학생들이 작성한 국악 비평문의 창작물로서의 가치 부여, 비평문을 활용한 소통 중심의 수업 방법 구안의 필요성을 언급하였다. 셋째, 국악 비평 활동에 요구되는 다양한 읽기 자료의 발굴 및 재구성, 토론 활동의 효과적 지원을 위한 교수ㆍ학습 자료 개발을 제안하였다. 앞으로 국악 비평교육에 대한 후속 연구를 통해 본 연구에서 제안한 내용을 구체화할 필요가 있으며, 이를 바탕으로 고등학교 진로 선택 과목의 방향성에 부합하도록 심화되고 차별화된 국악 비평교육을 제공해 나가야 할 것이다. The purpose of this study is to examine the issues in Korean music criticism activities and propose qualitative improvement measures based on the analysis of the 2015 revised high school textbook ‘Music Appreciation and Criticism’ and its curriculum. The proposed measures for enhancing the quality of Korean music criticism activities in terms of criticism topics, teaching and learning methods, and teaching and learning materials are as follows. First, it is necessary to design criticism topics based on an educational approach that considers how these topics can contribute to the development of students' critical perspectives. These topics should include critiques of Korean music performances, recordings, works, and notable figures. Second, the study emphasizes the need to present perspectives and strategies that can apply various contexts - such as performance context, socio-cultural context, historical context, and internal musical context - to criticism activities. Additionally, it suggests the development of a discussion-based learning model for Korean music criticism, the creation of discussion-oriented teaching methods, the recognition of students' Korean music critiques as valuable creative works, and the design of communication-focused teaching methods utilizing these critiques. Third, it proposes the discovery and reorganization of diverse reading materials necessary for Korean music criticism activities, as well as the development of teaching and learning materials to effectively support discussion activities. Further research on Korean music criticism education is needed to concretize the content proposed in this study. Based on this, it is essential to provide more advanced and differentiated Korean music criticism education that aligns with the direction of high school elective courses.

메타비평의 문학교육적 가능성에 대한 고찰

우신영 ( Shin Young Woo ) 한민족어문학회 2014 韓民族語文學 Vol.0 No.66

이 글은 문학교실에서 문학교사가 메타비평가로서의 속성을 지닌다는 전제에 기반하여, 문학교사가 수행할 수 있는 메타비평적 활동의 내용을 제안하였다. 국어과 교육과정에서는 학습자의 능동적인 비평 활동을 강조하고 있지만, 실제로 비평 활동의 방법론이 제안되거나 전문가의 비평 능력과 학습자의 문학 능력을 연계시킬 수 있는 모델이 탐구된 경우는 드물었다. 따라서 비평이 갖는 문학교육적 의미를 생산적으로 활용하면서 비평 주체들의 문학능력을 교수학적으로 변환하는 문학교사의 메타비평 활동이 요구된다고 보았다. 여기서는 문학 비평의 장에서 비교적 다양한 논의가 축적된 1960년대 김승옥 소설에 대한 비평 담론들을 살펴봄으로써, 문학교사가 수행할 수 있는 메타비평 활동의 내용을 설계하였다. 이를 통해 제안된 문학교사의 메타비평 활동 내용은 각 비평담론들이 생산된 장을 소급적으로 재구성하고, 가치판단 양상과 그것의 논리화 전략을 검토하며, 비평수행 주체의 문학관을 시차적으로 검토해나가는 작업 등으로 구체화될 수 있다. 이러한 메타비평적 활동은 문학교사의 교수학적 지식 신장, 학생들의 문학 경험을 위한 교육내용 추출, 학습자들의 문학능력 성장을 위한 비계 마련 등의 문학교육적 의의를 지닌다. The purpose of this study is to suggest the literature-teacher`s meta- criticism activity and to elucidate its characteristics and significance. Until a recent date, many scholars emphasize critical activity of students in the literature-classroom. But there`s no models or methods to develop a student`s competence of literary criticism. I suggest that teachers are meta-critic in literary classroom because they have to engage communication of criticism and they have to transform criticism for their students. So they should use educational meaning of professional literary criticism productively for didactical transposition. In order to take concrete shape, the paper examine works of literary criticism form the 1960s, specially focusing on criticism about Kim Seung- Ok`s fiction. Based on this theoritical survey, the present study design the activity of meta-criticism for teacher in literary classroom. This activity is make up three steps: 1) retroactively reconstitution of critic`s discursive fields and contexts 2) extraction of reasoning strategies using in value-judgment 3) examination of difference in critic`s viewpoint about ``literature``. This study is meaningful because it develop teacher`s Pedagogical Content Knowledge(PCK) and provide a scaffording for student`s competence to interpret and criticize literature.

수업 비평의 개념과 위상

이혁규 ( Hyug Kyu Lee ) 한국교육인류학회 2010 교육인류학연구 Vol.13 No.1

본 논문은 한국의 교육계에서 최근 새롭게 등장하고 있는 수업 비평의 개념과 위상 문제를 다룬다. 현재 한국에서 수업 비평 현상이 등장하게 된 데는 수업 현상을 바라보는 대안적 관점과 연구 방법론의 등장, 수업 현상을 촬영하고 유통할 수 있는 기술적 환경의 조성, 교사 평가를 둘러싼 대안적 접근 등이 관련이 있다. 이런 수업 비평 현상의 등장 배경을 고찰한 후에 여러 학자들에 의해서 논의된 수업 비평의 개념을 비교 검토하였다. 수업 비평 개념은 점차 정교화 되고 있는 데 수업 현상을 하나의 텍스트로 본다는 점, 수업 현상을 종합적으로 파악한다는 점, 수업 현상을 기술, 분석, 해석, 평가한다는 점, 수업 현상에 대한 비판적이고 창조적인 글쓰기를 한다는 점 등이 주목할 점이다. 또 수업 비평의 상대적 위상을 확인하기 위해서 주된 관찰 목적, 실천가와 관찰자 간의 관계, 주된 관찰 방법, 산출물 형태, 관찰 정보의 공유자, 관찰 결과의 활용, 참여의 강제성 여부 등의 차원에서 수업 장학, 수업 평가, 수업 컨설팅 등과 수업 비평을 비교하여 그 특질을 살펴보았다. 그리고 마지막 장에서는 새로운 수업 관찰과 실천으로서 수업 비평을 활성화하는 방안에 대해서 논의하였다. The purpose of this research is to explore the concept and status of class criticism in Korea. Class criticism began to appear in Korea during the early years of the new millennium. Several factors are reciprocally related to the appearance of class criticism. First, alternative perspectives or concepts to view the phenomenon of class was either restored or has newly appeared. Second, alternative methodologies for research on classrooms have appeared. Third, filming technology and web-based environment formed the physical foundation that made class criticism possible. The dispute surrounding teacher evaluation is also related to the appearance of class criticism in Korea. By reviewing the definitions of class criticism, this research finds the common feature of class criticism; it regards classroom phenomenon as text, analyzes classroom practices synthetically, describes, analyzes, interprets and evaluates classroom practices, and critically and creatively writes on the phenomenon of classroom. This research also compares class criticism with other institutional practices such as supervision, evaluation, and consulting, and finds its unique strength. Lastly, this study seeks to discuss how to use the activity of class criticism to enhance the professionalism of teachers by examining both its level of theory and the level of a feasible field practice. First, there is a need to carefully establish the theory of class criticism if such an activity is to be invigorated even further. Second, we need to find ways for field practices that will enable us to utilize class criticism.

한국 무용비평계 연구 - 등단과정과 활동을 중심으로 -

이지선 한국무용예술학회 2007 무용예술학연구 Vol.21 No.-

By concentrating on the debut process and activities of the dance critics, one of the primary purpose of this study is understanding the dance criticism in Korea. The other is defining the problems which dance criticism in Korea has and suggesting the improvement devices.In early days, by appearing in the press at the editor?s requests, the writers, artists and dancers could be easily carry out as a dance critic without the specific debut process. From 1970s to 1990s, many dance critics could debut through the dance magazines. And recently, the most critics are coming out through the specific system like ?critic award? presented by dance magazines. The debuts of dance critic regardless of way of process are not objective and has no definite criterion. Either the debut through the magazine or through the specific system, editor?s choice is the most influential. If this social factor keep effect on the critic?s debut, their status and public trust will hardly be acquired.Also the activities of dance critics were too diversified and uneconomical to concentrate on their critiques. The main problem of the dance criticism in Korea which existing researches have insisted on was that there are insufficiency of dance critics. But at the result of this study, major causes are laid on not their number but their inactivity. Through the above discussion, I suggest follows,1. necessity of the academical criticism2. necessity of the economical support to the critic?s activities3. necessity of the training system for the dance criticDance criticism make the dance be popular and it discover the values and meanings of dance. In conclusion, this research can be a contribution to identify the way to expand the dance audience base and to improve in future-oriented by understanding the structure of the dance criticism in Korea and suggesting the expansive dance criticism culture which is under the opening culture markets.

문화콘텐츠비평: 콘텐츠 액티비즘의 가능성

임대근 인문콘텐츠학회 2019 인문콘텐츠 Vol.0 No.53

This study examines the position of 'criticism' in the circulation structure of cultural contents. First, it showed that the concept of 'contents' that emerged along with the phenomenon of cultural contents has historical inevitability. 'Contents' is regarded as a term and concept that emerged as a result of the expansion of discourse that had discussed literary art in the 20th century. That is, 'contents' appears after concepts such as work, text, intertextuality, and para-text. Furthermore, when we summarize the critical perspective of literary art in the 20th century as textualisim and contextualism, the contents should be regarded as a combination of two, and should be perceived as a complex of text and context. In addition, it emphasized the need for criticism in the circulation structure of cultural contents. It will be possible to criticize the object that was alienated in the context of the 20th century. It argues that technical criticism, policy criticism, and industry criticism should be performed in the name of cultural contents criticism. Such criticism shows potential as content activism. In order to construct cultural contents criticism as contents activism, it is necessary to set contemporary, problem consciousness and reality diagnosis, setting of subject position, and the limited goal. The method can be implemented in trans-media critique. 이 연구는 문화콘텐츠의 순환 구조 안에 ‘비평’의 위치를 살펴본다. 우선 문화콘텐츠라는 현상의 등장과 더불어 출현한 ‘콘텐츠’ 개념이 역사적 필연성을 가지고 있음을 밝혔다. ‘콘텐츠’는 20세기 문학예술을 논의해왔던 담론의 확장 결과에 따라 출현한 용어이자 개념으로 간주하였다. 즉 ‘콘텐츠’는 작품(work), 텍스트(text), 상호텍스트성(intertextuality), 파라텍스트(para-text) 등의 개념에 뒤이어 출현한 것이다. 나아가 20세기 문학예술의 비평 관점을 텍스트주의(textualisim)과 맥락주의(contextualism)으로 정리할 때, 콘텐츠는 둘을 아우를 수 있는 개념으로서 텍스트와 콘텍스트의 복합체로 인식되어야 한다고 보았다. 나아가 문화콘텐츠의 순환 구조 속에서 비평이 필요함을 역설하고, 그것은 20세기적 맥락에서 소외됐던 대상에 대한 비평 행위로 가능하다고 보았다. 기술비평, 정책비평, 산업비평 등이 문화콘텐츠 비평의 이름으로 수행되어야 한다고 주장했다. 그러한 비평은 콘텐츠 액티비즘으로서 가능성을 보여준다. 문화콘텐츠비평이 콘텐츠 액티비즘으로서 구성도기 위해서는 동시대성, 문제의식과 현실 진단, 주체위치의 설정, 제한된 목표의 설정이 필요하다. 그 방법은 트랜스미디어 비평으로 구현될 수 있다.