Earticle

Through metaphor prompts and an interview with a novice art teacher, who graduated from a university art teacher preparation program in the Midwest United States, this study addresses the teacher’s metaphorical concepts about the roles of art teachers and definitions of meaningful art lessons. The study aims to show how metaphor analysis provides researchers with systematic interpretation of qualitative data, which leads to a conceptual understanding of a novice art teacher’s view of her teaching roles. Some research questions of particular interest are: How does a novice teacher address her roles and meaningful art lessons metaphorically? How are properties of the source domain/secondary subject/metaphor vehicle to be mapped onto the target domain/primary subject/topic? Is there any consistency or commonality between two sets of metaphor prompts about art teacher identity and meaningful art lessons and the interview transcription? The data sources in the study consist of an interview and two sets of metaphor. For data analysis, I employed metaphor analysis, an effective meaning-making tactic, to construct a good sense of connotations and denotations among the topic, the vehicle, and ground. Conceptual themes can be associated with both constructivism and student-centered perspectives. However, analysis of the interview transcription relates more to didacticism and teacher-centered perspectives.

Being told that the global justice research you are pursuing will be rejected and that you will be ostracized if you continue this course of study is a bitter pill to swallow. It is especially bitter when you are an international graduate student in the United States and the person telling you to drop your research topic is a fellow compatriot, a person who knows your country’s university system and its hiring policies. This autoethnography (Denzin, 1989a, 1989b, 2002, 2014; Ellis, 2004; Ellis & Bochner, 2000) explores elitism and the struggle to bring marginalized people a better existence in spite of the possibility that one’s efforts may prohibit him/her from obtaining a coveted university position in your home country. Who are the people who wish to keep the status quo? What is the risk for certain people in universities and society if global justice is pursued? These and other ideas are addressed in this paper.

This paper discusses holistic approaches to art education as a critical pedagogy in order to attain social justice. Seeking the intersection of visual culture art education and critical social theory in art education, this case study highlights three sixth grade students’ stories. It is the potential of holistic approaches to art education for critical investigation into images as an alternative pedagogy to empower students for social justice that this case study is overarching . To depict the essence of the cases, essentialist research methodology capture a holistic understanding of the cases and draw portraits of deep inner aspects of the cases. The result of this study shows that critical consciousness to attain social justice requires students’ intellectual, emotional, and moral awakening. This finding opens further discussion regarding the intersection of art education for social justice and holistic approaches to art education.

본 연구는 예술가나 시각예술전문가에게는 지식 생성의 방법으로 언어적 논리서술이 아닌 시각적 예술 실행이 적합하다는 연구방법론에 기초하고 있다(Sullivan, 2014). 본 연구는 예술기반연구를 대학교와 대학원의 미술교육이론 수업에 도입하여 이론적 배움의 과정을 시각화하는 활동이 어떻게 학습자의 지식의 생산에 영향을 미치는지 알아보았다. 예술 작가가 작품을 생산하는 활동에서 뿐 아니라 대학이나 대학원의 수업에서 지식을 알아가는 과정에서 자신이 알게 된 것을 시각화 하는 것이 학습자의 지식을 구성하는 인지적 행위에 어떤 역할을 하는지 탐구하였다. 본 연구의 결과는 학습자가 개념적 이해를 시각화시키는 과정에서 자식의 사고를 이미지로 치환하는 비유를 시도하였고, 이 과정에서 시각화하려는 대상을 심도 있게 연구하게 되었다. 왜냐하면, 학습자가 무엇을 시각화할지 고민하였기 때문에 그 대상을 탐색할 수밖에 없었던 것이다. 이러한 탐색과정은 학습의 자연스러운 내면화를 가져왔고 학습을 지속적으로 하는 동기가 되었다. 예술을 기반으로 하는 사고 과정은 기존의 이론을 받아들이고 이해를 설명하는 것을 넘어서 배움의 도구로서 함축적 시각표현을 사용하여 시각미술전공자에게 전통적인 텍스트 기반의 연구 과제보다 창조적 배움이 되었다.

This study is based on the idea that visual art professionals learn through different ways. They learn something effectively through art-based research, not through text-based research. The purpose of this study is to make argument that, when art-based practice is used properly for art teachers or art teachers to-be, learners can create knowledge more easily and efficiently. The researcher of this study introduced art-based research to graduate school students in art education and proposed them to visualized their learning. The graduate school students who participated in this study showed that the process of visualizing theocratical understandings brought deeper understanding about what they learn through text-based ideas. When learners visualized their conceptual ideas, they created their own ways of learning and constructed their own meaning. This study found that art-based research has a potential as a way of creative learning.

Paulo Freire emphasized corrmon sense in his work which may also be applied to aesthetic education. However, the meaning of common sense is not clear because of the complicated philosophical and historical background of common sense as well as the lack of explanation of the term in Freire's writings. Ths paper explores and interprets Freirean ideas about common sense, defining it from a historical and philosophical background. Based on these interpretations, this paper relates the characteristics of Freirean ideas to aesthetic education. By doing so, this paper demonstrates that common sense casts new light on Freire's dream of humanization and human liberation through aesthetic education. Common sense clearly plays an important role in Freirean ideas about how we as human beings are not products of social structure, but rather creative subjects of the social structure, who construct society and history in a dynamic relationship. Aesthetic education can contribute to manifest and realize Freirean ideas in a practical field. In doing so, this paper contributes to approaching Freirean ideas from a perspective of common sense and emphasizes the role of common sense in Freirean theory in aesthetic education.

한국의 팝아트는 개인적이면서도 한국적인 특징을 지니고 있다. 팝아트는 우리의 주변에서 쉽게 발견되는 시각문화이며, 그 특성상 다양한 모습으로 다시 태어나 유행을 주도하기도 한다. 이러한 팝아트는 어린이나 청소년들의 삶 속에서 접하는 대중매체의 영향력과 밀접한 관계를 맺고 있다. 본 연구는 2000년대 이후부터 한국 미술계를 비롯한 아시아에서 주목받기 시작한 팝아트의 양상과 주요 작가들의 작품 속에 나타난 창의적인 표현특성을 살펴보았다. 이를 바탕으로 팝아트를 활용한 더욱 효과적인 창의적인 미술교육을 찾고자 한다. 한국 팝아트가 지닌 창의적인 장점들을 미술교육으로 흡수한다면 대중매체와 대중문화에 노출되어 있는 학생들에게 큰 도움이 되리라 생각한다. 이를 위해 2009 중학교 미술과 10종의 인정 미술교과서에 나타난 팝아트의 표현내용을 살펴보고, 그 분석 결과와 팝아트 주요작가 작품 속에 나타난 창의적인 표현 특성들을 바탕으로 창의력 향상 방안을 제안하였다. 학생들이 미술수업과정에서 실제 창의적인 활동에 적극적으로 참여함으로써 창의적인 주체와 사고를 갖고 성장할 수 있는 기반을 만드는 데 도움이 되고자 하였다.

Even in the absence of a clear ideology as in China and Japan, Korean pop art has its distinctive property, being individualized and Korean. This pop art in mass media has a great influence on the lives of children and adolescents. Furthermore mass media in visual culture is the medium that connects art education and pop art, stimulating interest and motivation. This study aims to explore the effective art education based on the features of Korean pop. It will be a great benefit to the students if we can find and incorporate the advantages of pop art into art education through a careful analysis of the Korean pop art. For this purpose, this study analyzes the expression contents of pop arts in ten 2009 middle school art textbooks and, based on this analysis, suggest how to enhance students’ creative abilities.

본 연구는 예술대학의 취업난의 심화, 열악한 취업 환경 등에 대한 문제의식을 가지고, 예술대학의 진로지도 및 지원 방향을 모색하기 위한 기초 연구로서 의미를 가진다. 우선 예술계 진학 학생들의 적성 파악을 통해서 예술인의 성향을 파악하고 가능한 직업군을 살펴본다. 그리고 현재 정책 및 제도상에서 예술계의 직업을 어떻게 정의하고, 분류하는가를 분석하였다. 그 결과 예술계의 직업은 매우 제한적이며, 안정적인 경제적 수입을 담보하지 못할 뿐 아니라, 전문성과 높은 교육 수준에 비해 낮은 처우를 받고 있으며 그 정의와 분류도 체계적 일관성을 가지지 못하고 있음을 알 수 있었다. 이에 예술대학에서의 진로에 대한 심층적인 고민과 변화가 필요한 상황이며, 이에 대한 요구가 높아지고 있다. 현재 예술대학 및 유관기관을 통해서 이루어지고 있는 진로지도 및 지원 제도를 분석하고, 이를 개선하기 위한 방향을 모색해 보았다. 그 결과 예술계 내부와 외부의 사회적 인식의 제고와 더불어 예술대학의 교육과정 다변화를 통한 학생의 역량강화를 위한 노력과 관련 제도 및 정책의 적극적인 활용 및 확대를 위한 지속적인 관심과 노력이 필요함을 알 수 있었다.

Holland’s Theory of Career Choice (RIASEC) maintains that in choosing a career, people prefer jobs where they can be around others who are like them. They search for environments that will let them use their skills and abilities, and express their attitudes and values, while taking on enjoyable problems and roles. Many young college graduates majoring in arts are either unemployed or working in jobs outside their college majors. Landing major-related jobs is especially important as the cost to attend college is skyrocketing for art-talented students. Although we agree the benefits and significance of “education through arts”, often regret what is happening art education for art’s sake inside higher education. This study suggests several ideas to help art majors stay positive, and appreciates learning to art-related work with his hands. If we want art majors continue to search for employment in their career fields, we should change career consulting programs in schools as well as renovating conversant art curriculum. Graduates also need to remain flexible and should be willing to work in jobs inside their majors in order to improve art major market. Since becoming a fine artist is not the only profession available to art majors, both art majors in higher education and field need to enhance a wide range of programs in career planning and career consulting.