Earticle

초록

영어

Bauhaus has aimed to reach two kinds of artistic integration: as an aesthetic to integrate all artistic genres and handicraft branches into the architecture of as a total art and as a social to popularize the aesthetic productions in accord with the public desires. For the aesthetic integration have been made the cultivation of the synesthetic perceptibility and the basic formative art education, and for the social the research for the human behaviors and perceptual forms and the technical research for the mass production of the aesthetic products. These two goals should be reached by the creative basic formative art education for the young students. On the one side the creative basic formative art education in the Bauhaus has made the students possess the knowledges of the developed natural sciences, on the other be the future-oriented total human beings through the creative combinative capability. Therefore this study will shed light on two things: that the creative basic formative art educations of the Bauhaus Meisters have made out the conditions of the synthetic art through the integrative possession of the developed techniques and the arts, and that they have showed the practical models for the building of the integrative artistic human being through the creative combination based on the plastic knowledges.

목차

Abstract
 Ⅰ. 서론
 Ⅱ. 연구범위 및 방법
 Ⅲ. 바우하우스의 역사적 배경과 바우하우스 교육체계의 미학적 기본이념
  1. 바우하우스의 역사적 배경
  2. 바우하우스 교육체계의 미학적 기본이념
 Ⅳ. 바우하우스 교육체계
  1. Johannes Itten
  2. Laszlo Moholy-Nagy
  3. Joseph Albers
  4. Paul Klee
  5. Wassily Kandinsky
  6. 개별 마이스터들의 교육목표, 작업목표, 방법론 및 교육적 실천
 V. 바우하우스의 ‘창조적 예술조형’ 이념과 그 현재적 의미
 VI. 결론
 참고문헌

키워드

저자

• 이란표 [ Lee, Ran-pyo | 배재대학교 건축학부 교수 ] 주저자(교신저자)

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  청소년시설환경 [YOUTH FACILITY AND ENVIRONMENT ; Journal of the Korea Institute of Youth Facility and Environment]

• 간기

  계간

• pISSN

  1738-0170

• 수록기간

  2003~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 334 DDC 361