관계의 미술교육, 그 의미와 실천

초록

There has been a big gap between school art and the field of general arts. Although many scholars have raised questions on this phenomenon as a serious problem and there has also been many efforts to solve this problem, it seems that changes cannot be made easily in practice. In this study, the author introduces “relational art” and “relational aesthetics” which are concepts to explain artistic challenges after 1990’s called as contemporary art and explores ways to incorporate this new movement in the field of art into school art curriculum, especially elementary art. The purpose of this study is to explore the meaning and functions of “relational art” in contemporary era and develop practical art lessons using main concepts of ‘relational art’ to help pre-service elementary teachers to have their confidence in teaching art to their future students considering changes of art. According to a French aesthetician, Nicolas Bourriaud, a relational art is defined as an art that is dealing with “The Current”. Relational artists consider disconnected relationships in our capitalistic system because of the reason that they do not have any commercial benefit a serious problem and insist that recovering these missing relationships is significantly important for constructing our society better. In this study, three characteristics of relational art are abstracted from Nicolas Bourriaud‘s explanation on relational art: (1) art practices as ways of constructing a social space which has potential possibility to make the system of our society changed, (2) art practices suggesting an realistic utopia as an alternative model of society, (3) an art form to make viewers’ active participation in it. In this study, these three main characteristics of relational art functions as criteria to examine each step of development of relational art lessons that can help pre-service elementary teachers to think about what relationships we missed and why their recovery is important. The result of student teachers' participation in developing relational art lesson plans and experiencing it themselves shows that this type of approach to prepare art lessons and teach them help pre-service elementary teachers overcome their lack of confidence in art and teaching art.

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