As improvement of artistic views and sensitivity that lead life more pleasurable gets more important, importance of art appreciation education are more strengthened day by day. However, the art appreciation education until now has been focused on find... As improvement of artistic views and sensitivity that lead life more pleasurable gets more important, importance of art appreciation education are more strengthened day by day. However, the art appreciation education until now has been focused on finding meanings and values in art works and in the form of admitting the existed meanings judged by teachers or critics. The study about students for their autonomous and positive art appreciation, which need to be the center of lessons, are still dealt less important. This tries to approach to art appreciation education and transition of awareness based on the receptive aesthetics theory for expanding the horizon of appreciation education. For that purpose, based on the goals of ‘art culture’ in the revised curriculum of 2009, and in terms of the receptive aesthetics theory, development of art appreciation programs for high school students is tried as a purpose of this study, in the center of which there are the learners, as well as art sense will be built in the learners. In the chapter 2, the concept of receptive aesthetics is understood, its necessity is examined, and the state of the art appreciation education is analyzed. For those purposes, the appreciation methods and the art history contents described in the 8 kinds of the art and culture textbooks for high schools (revised in 2009) are analyzed, and the teachers' teaching and the students' learning are surveyed and analyzed. It is found out that because the current art appreciation education is mostly about knowing values and meanings contained in the art works and each of the historical art trends, and largely formed as delivering the teachers' knowledge to the students, the students could be interested not so much in the appreciation classes. It is conscious of that art appreciation and art history need to be approached from the view of the receptive aesthetics theory in which the receivers are in the priority. In the chapter 3, based on the theoretical contents and the survey analyses described in the chapter 2, how to teach the western historical art trends appreciation is studied from the view of the receptive aesthetics, and the programs according to that are developed and applied. For that purpose, the approach of the receptive aesthetics is easy and proper to the learners' level. The programs for impressionism, cubism, and abstractionism that are relatively noticeable in their expression ways are developed and applied, and the real cases of application are analyzed. In the chapter 4, from the view of the receptive aesthetics theory, based on the applying results of the program and the follow-up survey analyses, the educational effects and the improving opportunities are developed. The educational effects from the western art historical trends appreciation programs are as follow. First, self-directive learning attitude can be raised through the learners-oriented activities. Second, knowledge of art history and art terms can be strengthened. Third, the appreciation activities in which active participations are encouraged to the students as autonomous appreciators can cue them learning motivation and improve the interests in appreciating the art works and the historical art trends. According to these positive educational effects, the improving methods to supplement the students-oriented appreciation classes to be spread wide and be activated can be proposed as follow. First, in the art appreciation education, the studies about the dimension of the receivers are necessary. Second, the theoretical knowledge preceding appreciation classes needs to be learned and obtained. Third, based on the view of the receptive aesthetics, teachers need to change their thoughts about appreciation education. As described above, by the approach to art appreciation education from the view of the receptive aesthetics, students will take part into the appreciation activities as active appreciators, not any more as passive learners, which will lead them to be more interested in the art appreciation. And beyond the simply watching and feeling, it will help students release their feelings and thoughts in writing or speaking. Ultimately, it will give cultural acquirements that can make their lives more enjoyable by raising critical thoughts and artistic sensitivity by understanding art in their own lives. Therefore, to enlarge and activate the horizon of appreciation education, there should be supports of activation of the studies about receivers and the continuous studies about appreciation methods. ，韩语论文，韩语论文网站 |
