Eisner의 감식안 평가론에 근거한 예술교육론 구성 = Construction of Art Education Theory based on Eisner's Connoisseruship

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate an a​uthentic assessment in art education on the basis of E. Eisner's Art Education Theory. In fine arts education, evaluation is hardly regarded as such a favorable concept. To see what kind of value fine arts education has and what results it has produced educationally so far, it is absolutely needed to have proper evaluation to measure fine arts education activity and its result accurately. Therefore, this study is going to understand an artworks as the cognitive processes learning and evaluation are possible. Eisner’s art education theory is appreciated as theory that allows us to reconsider the value and significance of fine arts education and also contributes to rediscovering the subject of fine arts in that it discovers the cognitive value of fine arts activity. Despite the fact that his art education theory brings change in our recognition over fine arts education, it is still true that there exist stubbornly unchangeable misunderstanding and stereotypes over fine arts education. Therefore, this study is to pay attention to the cognitive process internalized in fine arts activity to solidify the change of our recognition over fine arts education and explore Eisner’s opinions about it in order to find out desirable ways of evaluation in fine arts education. Also, in terms of evaluation, this author is going to examine the characteristics and properties of connoisseurship and also figure out the possibility of establishing the extended concept of evaluation.

국문 초록 (Abstract)

본 연구의 목적은 Eisner의 예술교육론에 기초하여 미술교육에서의 바람직한 평가의 방향을 모색해보는 것에 있다. 미술교육에서 평가는 우호적이지 못한 개념으로 취급되는 경향이 있다. 미술교육이 어떤 가치가 있고, 또 교육적으로 어떤 성과를 가져왔는가를 알기 위해 미술교육 활동과 그 결과를 측정할 올바른 평가가 반드시 필요하다. 이에 따라 본 연구는 학습과 평가가 가능한 인지과정으로써 미술활동을 이해하고자 한다. Eisner의 예술교육론은 미술 활동의 인지적 가치를 밝힌다는 점에서 미술교육의 가치와 의미를 재고하게 하고, 미술교과의 재발견에 기여하는 이론으로 평가받고 있다. 그러나 그의 예술교육론이 미술교육에 관한 인식의 전환을 가져옴에도 불구하고, 미술교육과 관련하여 집요하게 변하지 않는 오해와 고정관념이 여전히 존재한다는 것은 사실이다. 따라서 본 연구에서는 첫째 미술교육에 관한 인식의 전환을 공고히 하고자 미술활동에 잠재된 인지과정에 주목하고, 둘째 이에 관한 Eisner의 주장들을 살펴봄으로써 평가 차원에서 감식안의 특성과 성격을 규명하고 평가의 확장된 개념을 정립하기 위한 가능성을 조명한다.

참고문헌 (Reference)

1 E. W. Eisner, "What the Arts Taught Me about Education" 44 (44): 10-19, 1991

2 R. Arnheim, "Visual Thinking" University of California Press 1997

3 E. W. Eisner, "The Educational Imagination: On the Design and Evaluation of School Programs" Macmillan 1994

4 E. W. Eisner, "The Arts and the Creation of Mind" Yale University press 2002

5 K. A. Shin, "Exploration on Eisner’s Art Education Theory: Evaluation Theory based on connoisseurship" 2015

6 E. W. Eisner, "Evaluating and Assessing the Visual Arts in Education" Teachers College Press 1996

7 E. W. Eisner, "Educating Aesthetic Vision" Macmillan 1972

8 N. Goodman, "Art and Inquiry, in problem and Projects" Bobbs-Merrill 307-321, 1972

9 A. D. Efland, "Art and Cognition: Integrating the Visual Arts in the Curriculum" Teachers College Press 2002

10 E. Vallance, "Aesthetic Inquiry: Art Criticism, in Forms of Curriculum Inquiry" State University of New York Press 155-172, 1991