This research have focused on cross-cultural art critic education in the point of view where comparative appreciation is appropriate for inferring context rather than independent appreciation. Context does not exist independently so it is possible to ... This research have focused on cross-cultural art critic education in the point of view where comparative appreciation is appropriate for inferring context rather than independent appreciation. Context does not exist independently so it is possible to criticize art efficiently through visual, contextual similarity and difference between both art pieces. Therefore, I conducted research how the textbook which is one of the representative cross-cultural art critic education's media in current public schooling structured, suggested substitutional idea by analyzing the merits and demerits of the structure and tried to comment about current status quo which writing the new textbook. First, this research includes development of cross-cultural art critic education which has a thread of connection with cultural relativism and multiculturalism based on the concept of comparison, the process of thinking in anthropological view through researching literature. And understanding how Anderson and Walsh's cross-cultural art critic education adjusted in Korean art education curriculum as well as Geahigan and Feldman's art critic model. Furthermore, tables are included analyzing the trends of cross-cultural art critic education shown in 12 existed text book as a case study and restructured types of comparisonal appreciation by Art education researcher Gietae Hong,from his research 'appreciation through comparison analyze of art history'. As a result, cross-cultural art critic education showed up appreciation part especially and in terms of types of art, various genre such as customary and documentary picture, portrait, sculpture and architecture,landscape, diverse media using art, adapted image, picture discripting legend and history. The most frequent type is customary and documentary picture, in there, cross- cultural art critic education compares customs of west and east focusing the structure that briefly understand the difference of cultural context based on visually shown aspect of the art piece. In the expression part, most of the textbooks mainly compares perspective versus Samwon method(Three Distances) which categorized in landscape, on the other hand in experience part, it is hard to find the cross cultural art critic aspect. According to this research, as current teaching style is very typical fixed regular-basis, for example, comparison between East and West or Landscape and Landscape and fill in the blank questions, it is necessary to broaden its the area and take diverse methodologies. Therefore, this suggests countermeasure like comparison to context and genre in iconographic view, comparison between material and material, comparing examples of art inspired different cultures in east and west. The course of this research is letting the students interpret based on critical view the cultural similarities and differences through cross cultural art critic education in various contexts and relations and cultivate their capability to mutually understand and esteem each other. Hopefully this research could helpful like a milestone of writing textbook which is the basic media. ，韩语论文范文，韩语论文 |
