We are living with various materials and information which poured into the rapidly changing today’s society Composition of society, and general culture phenomena have a complex structure with various values. It is necessary to have learners’ ade... We are living with various materials and information which poured into the rapidly changing today’s society Composition of society, and general culture phenomena have a complex structure with various values. It is necessary to have learners’ adequate artistic judgment ability and visual understanding power among today's’ various and indiscreet visual cultural environment. Art appreciation education will function as a central role in this complicated world. Especially in this art appreciation education, I focused on reception theory as the academic basis for criticism education. Reception theory changed the focus of interpretation of literary works to ‘work-interpretation(viewers)’ from ‘writer-work’. The meaning of an artwork is not hidden within the intention of a writer and the internal structure of the work but rather insists that the meaning is produced in the acceptance behaviour of the consumers and emphasised this action and consumer. Education for art appreciation and criticism was mainly focused on writers and works until the present. But for making the modernised class, If the primary focus changed to viewers(learners) and opened the opportunity for reaction and expression of students. So that can make possible to do subjective and active artistic appreciation education like transition as readers which is from reception theory. In chapter 2, I understood the concept of accommodation artistic, analysed the current state of art criticism education and studied about the necessity of reception theory viewpoint in art criticism education. For this reason, I analysed the teacher’s education and students’ real state of study at the school. And also I studied the criticism area among the eight textbooks of high school art culture books. As a result, current art criticism education is the emphasis on understanding the meaning and work’s inherent value. Students who should be the major of learning are not feeling great interest as a critic due to unilateral transferring knowledge process by the teacher. Therefore, the necessity of reception theory viewing education which dominated the consumers in the class of criticism was recognised greatly. In Chapter 3, based on the theoretical contents presented in Chapter 2 and the analysis of the questionnaire survey, the teaching plan of the art criticism program of Reception theory viewpoint is studied. The result is derived by analysing examples which are about applying developed the program to the student. The programs we have developed are "Symbolic Criticism Program through Acceptance of Art Works", "Program of Naturalist Criticism through Dialogue with Viewers" and "Program of Impression Critique Through Responding to the Condition of Aesthetic Experience”. Its purpose is to improve the art critic ability of high school students using the art criticism program of Reception theory viewpoint The result derived by applying for the program, First, The language ability improved through the learner expresses his thoughts and emotions in language. Also, expressiveness and inquiry skills improved via various creative activities. The ability to appreciate has been enhanced by being able to judge what kind of work dislike well and judge the artistic value. Secondly, the learner who is the subject of the lesson performs various visual activities. Applicability improved through internalisation process that they want to enjoy the work in real life such as finding the similar type of work which appreciated during class even after the class or visiting the museum to see the work directly. Thirdly, based on having the ambiguity that the meaning of the work is not fixed, they learn that the impression about the works also could be different depends on a person. And also they establish an appropriate appreciation attitude that respects the opinion of other friends as well as their opinions. In chapter 4, based on the application result of the art criticism program of Reception theory point of view and analysis of follow-up survey, I derive the educational effect of the program, improvement measures and activation measures. By applying the program of this thesis and the educational effect of the result of the activity is as follows. First, grasp the a priori artistic value. Secondly, it was able to pursue a priori aesthetic consciousness for emotional recognition. In this way, by accepting artistic criticism by reception theory viewpoint, students will no longer be passive learners but will actively participate in criticism activities as active and subjective viewers. Also, they will be more interested in art criticism. This is not only done at the interpretation of artworks but also make them express their thinking with subjectivity through talking or writing. To make them having the cultural relevancy which makes their lives enrich, cultivate the critical thinking skills and artistic value judgment ability. ，免费韩语论文，韩语论文范文 |
