로웬펠드와 아이스너의 미술 교육론에 관한 비교 연구

Comparison Research on Art Education Theory of Lowenfeld and Eisner s

The theorist, Lowenfeld and Eisner s conflicting art educational theories which are extremely influential are studied and analysized and through those results, the possibilities for sound methods in changes for children s art education are researched and presented. The philosophy of Lowenfeld s art educational thoughts are influenced by progressive philosophy and bodies freedom of expression movement which are based on philosophical expressionism and humanitarianism. Lowenfeld s educational methods are centered on the process, the child, and creativity which respect the child s congenial talents with emphasize in independent expressions. If the child s art education goal is for creativity and emotional development, it can be used to achieve the purposes of other studies. Also, for the classes, the processes were emphasized more than the results with the role of the teacher being passive. On the other hand, Eisner s art educational thoughts follow the intrinsic philosophical ideas simultaneously which is an educational process centering on scholarly studies. When Lowenfeld s practical-centered creative education method reached its limitations, he attempted to structurally approach the art education field. The art studies are divided into art practice, art history, art criticism and others and the basic educational studies have been emphasizedand active participation of the teacher is expected. Art is thought as an important cultural resource with the art educational s unique role contributing to the growth of the child and it should not be construed as a study to merely achieve other study purposes. In art classes, the processes are always considered more important than the results. Lowenfeld s creative development thoughts, which has been overly emphasized in line with independent art expression, results in inadequacies for other children s theoretical basic functions and shortcomings in art understanding and impression educations. Recently, in the art circle, the change in education is centered around understanding art by discovering and applying it in life with emphasize in the opinion-making process. In the art classes, both the result and the process are consideredimportant. By observing the result of the product and through criticism, they should be related and taught in the next class with the teacher expected to possess professional knowledge and active attitude towards the class. Art should be considered as a form of knowledge, with overemphasize in basic concept and principle possibly resulting in ennui for the child. The Eisner s art education often results in lack of creativity for the children s art expression. If the results are overly emphasized, the resultsduring the expression process can be neglected. The two theories of the scholarsshould not be introduced to Korea literally but they should be analysized and studied with the advantage and disadvantage being complemented for the purpose of application to the art education of Korean children s emotion and status. In the future, it is hoped that through many researchers, a more developed art education theories and methodologies can be researched.