Arts and Culture Education is an education through art and can improve individual’s creativity and reinforces culture competence. One can learn to appreciate art and the implicit meaning of value of life. Hence it is important to develop a Arts... Arts and Culture Education is an education through art and can improve individual’s creativity and reinforces culture competence. One can learn to appreciate art and the implicit meaning of value of life. Hence it is important to develop a Arts and Culture Education which learners can shed repulsion regarding art and enhance their creativity. By understanding the diverse lives within a painting, youth learners can overcome the problems of knowledge-delivery centered education and form an active and independent attitude that contributes to setting the direction of life. This thesis focuses on developing the arts and culture education program by utilizing western famous painting. Arts and culture education and art appreciation education theoretical frame were established and in order to develop a art appreciation education program development, we examined the precedent education cases and set teaching-learning method and principles and directions of the program. Based on this, we developed a program outline and teaching guide derived from art appreciation education method utilizing three famous paintings. The results of this study are summarized as follows. First, Arts and culture education is comprised of cultural education and art education that contradict each other and its meaning can be presented from four perspectives; two-way educational effect of cultural education and art education, emphasizing cultural and educational aspects in social context, focusing on the relationship between social and cultural factors, interpreting from the contact point of culture, arts and education. It is emphasized that Arts and culture education should aid humanistic value by pursuing the essential value of life. Second, by discussing the relationship between art appreciation education and Arts and culture education, the value for practical use of art appreciation education was sought. Arts and culture education aims to explore human consciousness and behavior that lead life through art education. Concept of art appreciation education can be expanded by discussing it from cognitive point of view. It is not merely understanding the intrinsic meaning of art work but focusing on the interaction between the art piece and the viewer, thereby raising the viewer-focused subjective understanding and receptive capacity. Therefore, it can be viewed that the art appreciation education is not much different from the goal or utilization value of Arts and culture education. Third, teaching-learning method, direction and principles of art appreciation education was proposed. Art appreciation education should not only be based on appreciation or expression education, but also on learner-focused empirical aspect. This is also linked to learner’s creativity increment and through interpreting an artwork it promotes self-awareness and understanding and helps finding ways of expressing oneself. Such art appreciation education can change the learner’s way of life. Focusing on this aspect, four ways of art appreciation education teaching-learning method are presented. ① Learner-centered self-directed learning, ② understanding and expression, comprehensive learning of appreciation activities ③ interaction-based learning through presentations and discussions, ④ appreciation education related to the context of life. The program aims youth learners to develop their own problem solving abilities through appreciation education and to actively seek the direction of one’s life. Additionally, program model was presented by setting the principles of understanding reinterpretation-expression-appreciation and communication stage. Fourth, we selected 3 western famous paintings and prepared teachings plans and derived the significance of social and educational aspects. 6 sessions consisting of Vincent van Gogh’s <self-portrait> of biting a pipe and ears wrapped, Paul Cezanne’s <apple and orange> and Henri Matisse’s <Table (Harmony in Red)> were divided into each 2 sessions of understanding and interpretation, expression and appreciation, and communication activities. In addition, students were able to reinterpret the work by writing a diary or letter-type writings that reflects students experience, presenting them by art activities and sharing them with friends during class. In the lesson of using the works of Van Gogh, understanding the meaning and expression method of the self-portrait and expressing one’s meaning and interpretation using oil pastel was proposed. The lesson using Cezanne’s work aimed at understanding essential forms and characteristics of objects by creating sculptures with clay soil. Using Matisse’s work, lesson of expressing thoughts and emotions with color was presented. Programs utilizing western famous painting provide platform for art education to move into a new direction and have certain social signification that contribute to revitalizing art and culture education. In educational perspective, it is meaningful that it not only strengthens the ability of learner’s communication skills but also induces one to change attitude towards one’s life. ，韩语毕业论文，韩语论文题目 |
