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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국문학교육학회 문학교육학 문학교육학 제26호
발행연도
2008.1
수록면
189 - 214 (26page)

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초록· 키워드

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The present study detailed the contents of education on criticism of art works as a linguistic practice. Specifically, this study purposed to explain the general principles of expression involved in the communication of critics’ experiences in non‐linguistic texts to others through the medium of a spoken language or a written language in the criticism of art except literature. The main part of this study examined the principles of expression of art criticism, limiting the scope to fine art criticism and, in particular, fine art essays. Fine art criticism is an activity of expressing to others the critic’s personal response to art works or the characteristics of art works analyzed and interpreted by the critic, and it verbalizes the results of visual experiences. Readers want to get more information on art works from fine art criticism, and to know critics’ personal responses to the works. Here, critics’ responses to art works are intellectual and at the same time affective, and thus, readers get both objective information and subjective impression from critical texts. On the other hand, because critics want readers to read and sympathize with their writings, they try to reproduce their sensory experiences not through abstractions but through concrete images. The present study reached the conclusion that critics who perform fine art criticism through the analysis of fine art essays try:(1) to describe through linguistic reproduction of visual images; (2) to discover and restructure narrative motives; and (3) to communicate their sensory experiences to readers through aestheticization using linguistic rhetoric. The strategies for the verbalization of visual experiences extracted from the analysis of fine art essays can be meaningful as the contents of expression education for fine art criticism and furthermore for art criticism. It is because other types of art criticism are not much different from fine art essays in that the critics verbalize sensory experiences and expect readers to read verbal images intended by the critics.

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