미술과 토의·토론의 목적과 방법: 스튜디오 크리틱 개념과 방법의 도입을 제안하며

Abstract

This study explores the significance and implementation of discussion·debate in the art curriculum. To this end, it was reviewed and classified as the national curriculum of the other subjects and the past art subjects. Studio critique was proposed in consideration of the current curriculum's emphasis and the char-acteristics of art. Subsequently, a lecture focused on studio critique was conducted and an analysis was conducted to understand the aspects and effects through reflection notes. As a result, the early studio cri-tique involved taking turns to speak, finding the correct answer, and facing the obstacles between think-ing-image-language. The later studio critique was changed to being the protagonist, holding on to thoughts and refining them, getting to know oneself, and enjoying unpredictable situations. Based on these findings, it is noted that studio critique provides a unique learning experience that distinguishes it from discussions on other subjects. To promote studio critique, it was proposed to prepare procedures for constructive stu-dio critique, secure enough time, have a common language, and share and empathize with the purpose of studio critique.