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학술저널

Perspectives on Children's Development in Art Experience and Multimodal Literacy

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Children s art perceives the surroundings through senses, including sight, and abstract thinking that forms a concept based on this was regarded as a highly intellectual ability. Traditionally, perception through sensation is perceived as a rudimentary level, abstraction through concepts is a higher level, and recognition is the influence of Plato s theory of ideology[1]. However, like a child who senses through the body and builds awareness of the surroundings, Lakoff and Johnson argued that both perception and concept should be formed on the basis of the body and viewed in an integrated manner, and are the basis of cognition[2]. Children explore their surroundings and understand the world through art activities. This paper aims to examine the perspective of children s art experience as a psychological perspective, a sociocultural perspective, and a contemporary complex style literacy. The researcher discuss art education as a multimodal literacy in a perspective on growth through art activities and a changing media environment.

1. Vygotsky and children’s development in art activities

2. Schaefer-Simmern and children’s development in art activities

3. Socio-cultural research on children s art

4. Changes in media and complex style literacy

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