지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이용수
초록· 키워드
오류제보하기
Education is a part of human activities that takes place under a particular culture and social circumstances. The role and function of various visual images have become very significant in our modern culture. The demand of visual-culture education(VCE) has been increased. The purpose of this paper is to improve learners'cultural capacity by embracing current visual culture educationally and developing current art education to VCE.
In the light of all, Visual culture has meaning to VCE as following: First, VCE is based on artifacts which consists of learners' meaning in their daily lives. It targets visual cultural communications by positively participating in culture and reproducing meaning. Second, VCE pursues integrated knowledge through visual culture as social or relational means. It is a wholistic education. It includes senses, knowledges, intelligences and emotions. Third, Beyond artistic activity, VCE broadens visual communication and then understands visual images and then mutually communicates.
The VCE has practical aspects that include writing, reading, and rewriting. Particularly, writing has to be the center of the VCE for children. Based on characteristics of postmorden visual art, learners have to express, through their meaning stories, what they think, what they reflect, what they see. During this writing activity, they have to use cultural resources of the present and the past. So Parady is one of the useful methods. Parady means the circulation of writing and reading. In this approach, learners symbolize and widen their understanding through the cycle multiple symbolization and the interaction.
In the light of all, Visual culture has meaning to VCE as following: First, VCE is based on artifacts which consists of learners' meaning in their daily lives. It targets visual cultural communications by positively participating in culture and reproducing meaning. Second, VCE pursues integrated knowledge through visual culture as social or relational means. It is a wholistic education. It includes senses, knowledges, intelligences and emotions. Third, Beyond artistic activity, VCE broadens visual communication and then understands visual images and then mutually communicates.
The VCE has practical aspects that include writing, reading, and rewriting. Particularly, writing has to be the center of the VCE for children. Based on characteristics of postmorden visual art, learners have to express, through their meaning stories, what they think, what they reflect, what they see. During this writing activity, they have to use cultural resources of the present and the past. So Parady is one of the useful methods. Parady means the circulation of writing and reading. In this approach, learners symbolize and widen their understanding through the cycle multiple symbolization and the interaction.
목차
Ⅰ. 서 론
Ⅱ. 쓰기(표현)의 원리 : 의미 만들기(meaning making)
Ⅲ. 쓰기(표현) 전략으로서의 패러디
Ⅳ. 시각문화 쓰기(표현)의 사례
Ⅴ. 결론
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UCI(KEPA) : I410-ECN-0101-2009-374-014532950