• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.335-350
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• 2016

Learning the principles of perception belongs to both the psychology and art field. However, people define that an art education is an activity of expression, so an activity of an art appreciation is either downsized or hardly proceeded in an art class. Therefore, the art appreciation educational program that gives a motivation to appreciate the work of art and to minimize a burden towards the activity of an art appreciation is needed. This paper proposes an educational program that includes activities to appreciate the work of art using the principles of perception and to create personal portfolios. Also, we analyze the eye movement of the paintings according to the principles of perception. Finally, proposes the art appreciation education program based on Feldman's critique method. In addition, we illustrate the example of the proposed art appreciation educational program with the analyzed paintings from section III.

• The Journal of the Korea Contents Association
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• v.10 no.4
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• pp.447-457
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• 2010

Mathematical principle is present in artwork or architectural building. It is important for middle school students to find these mathematical principles in artwork. But it is difficult to achieve original purpose of art education through student activity that only looks for mathematical principle present in artwork and architectural building. Thus, it is necessary for students to have activities to find mathematical principle in artwork for themselves through artistic experience and appreciation of artwork and to create, appreciate and express new artwork to which they apply the mathematical principle. In this article, I researched a couple of artwork or architectural buildings from this point of view in which mathematical principle is present. I also developed hypothetical teacher activities and student activities for program by providing artwork of Escher in which mathematical principle is present as an example.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.639-662
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• 2012

The purpose of this study is to develop the evaluation model of gifted curriculum in visual art. For this purpose, first, it discusses about what kinds of issues raised about gifted education in visual art. Second, it critically reviews the evaluation models of gifted curriculum, and investigates the suitable model for developing curriculum evaluation model of gifted in visual art. Third, it suggests the appropriate perspective and evaluation model of gifted curriculum in visual art. Along with the change in the concept of creativity, recent studies on gifted education in visual art concentrate that gifted learners who have the potential find their own way of creating art. Also they emphasize the contextual implementation which recognizes the significance of interaction among field, domain and individual. Based of these inquiry, existing evaluation models of gifted curriculum have limitations in suitability as a evaluation model of gifted curriculum in visual art. This study suggests that the curriculum evaluation of visual art gifted programs should be approached from the decision-making perspective. Also it develops the conceptual framework and the evaluation model of gifted curriculum in visual art based on the CIPP model, which is the representative model of decision-making approach. It concludes with its implications and the discussion about the role of evaluators.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.355-371
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• 2013

While many research focused learners as those who excel in mathematics or science, the identification of learners with potential or demonstrated talent in visual art has also been the meaningful research topic. Since these learners exhibit high performance capability in intellectual, creative and artistic areas, they require services or programs not ordinarily provided by the schools. This research tried to clarify what high performance means when speaking of learners with outstanding talent in the visual arts based on the relevant literature. Also, this research introduced the recent trends in the field of art gifted and talented education. In order to demonstrate critical issues and find new directions in art education for gifted learners, this research conducted the survey, and this survey target group was arts high school students. Based on the survey analysis, this research conducted the semi-structured interviews with focal participants including the teachers and an artist. Interviewees generated many meaningful issues, and interview analysis reconceptualized art education for gifted learners as following. 1) Gifted education should consider learners' excellence, equity, troubles, and struggles that often go unnoticed. 2) We should reform the criteria, standards, and strategies in finding art gifted learners. 3) In order to facilitate meaningful and creative art education, higher education institutions need to change the current college entrance exam. 4) The goal of gifted art education is not only raising the world-class artists. 5) Meaningful art education for gifted learners is in interaction with the environment including group dynamics, parents influence, and teachers.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.108-129
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• 2016

The purpose of this study was to develop a natural object configuration items of art education programs for children and hade verify compliance. To this end, through the literature review and analysis of previous research and the Delphi investigation of natural objects art activities were developed natural objects of art education programs. The program was applied consisting of a total of 24 times periods for 12 weeks to five year olds, represented through the art skills of children and nature-friendly attitude tests were proven the effectiveness of the program. The results showed that the natural objects of art education programs for children in the study developed effective representation in art and nature-friendly attitude, the ability of young children. This study natural objects for the art education in early childhood development programs could be provided as a basis to help plan and practice the art education activities utilize the natural objects of children in early childhood education.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.443-452
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• 2020

Education using smart mobile devices has become part of current children's art education activities. Today's release of pen-equipped mobile devices and smart tablet PC's allows users to painting and coloring with digital devices. Today, art content for children is downloaded and can be educated at any time as an application. However, coloring games that give children the effect of art education are extremely rare, and the content elements in the games are similar to all games and lack the ability to express themselves. The study recognizes the importance of developing coloring game content for children's art education that can help children's coloring activities and improve creativity and imagination, and focuses on the direction and elements of developing children's coloring game content using smart mobile devices that fit digital coloring functions.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• 대학교육
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• s.71
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• pp.72-77
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• 1994

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.49-54
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• 2020

The purpose of this study was to examine the effects of environmental education through the modern art appreciation on the children's environmental conservation knowledge, environmental conservation attitude, and art appreciation ability of 30, 5 year old children (15 experimental groups and 15 comparative groups) of D Daycare Center in Pyeongtaek, Gyeonggi-do, were selected for the study. In conslusion, environmental education through modern art appreciation had a positive effect on environmental conservation knowledge of children, environmental conservation attitude and art appreciation ability. Through this, this study would be to present teaching methods and basic materials that could improve children's environmental preservation knowledge, environmental preservation attitude and art appreciation ability.

• The Journal of the Korea Contents Association
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• v.10 no.9
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• pp.496-503
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• 2010

The art education in the latter period of the 20th century was conducted in the same cramming method as education of expressionism and pragmatism from beginning to end, while post-modernism can be interpreted as a viewpoint of reflecting the diversity, popularity and needs of the era. Under such circumstances, this research is aimed at looking for an educational method that can reflect the educational method of this present period. Thus, this research is trying to analyze the works of some artists showing a variety of styles of the post-modernism period and to inquire into a new direction at a viewpoint of the post-modernism where divers cultures co-exist. This research considered these artists' works as the objects for comparison because there exists an aspect of something in common in that there are more diverse-style-based expression in the post-modernism art education though their subject and format are different individually. Therefore, this research is conducted at a viewpoint of assisting in the understanding of more diverse style-based painting in the post-modernism education.