Abstract
The purpose of this study is to investigate an authentic assessment in art education on the basis of E. Eisner's Art Education Theory. In fine arts education, evaluation is hardly regarded as such a favorable concept. To see what kind of value fine arts education has and what results it has produced educationally so far, it is absolutely needed to have proper evaluation to measure fine arts education activity and its result accurately. Therefore, this study is going to understand an artworks as the cognitive processes learning and evaluation are possible. Eisner’s art education theory is appreciated as theory that allows us to reconsider the value and significance of fine arts education and also contributes to rediscovering the subject of fine arts in that it discovers the cognitive value of fine arts activity. Despite the fact that his art education theory brings change in our recognition over fine arts education, it is still true that there exist Received (September 25, 2015), Review Result(October 15, 2015) Accepted(October 28, 2015), Published(December 31, 2015) 702-701 Dept. Education, Kyungpook National Univ., 80 Daehakro, Buk-gu, Daegu, Korea email: bijuz@daum.net (Corresponding Author) 702-701 Dept. Education, Kyungpook National Univ., 80 Daehakro, Buk-gu, Daegu, Korea email: hskang84@knu.ac.kr Construction of Art Education Theory based on Eisner's Connoisseruship Copyright c 2015 HSST 294 stubbornly unchangeable misunderstanding and stereotypes over fine arts education. Therefore, this study is to pay attention to the cognitive process internalized in fine arts activity to solidify the change of our recognition over fine arts education and explore Eisner’s opinions about it in order to find out desirable ways of evaluation in fine arts education. Also, in terms of evaluation, this author is going to examine the characteristics and properties of connoisseurship and also figure out the possibility of establishing the extended concept of evaluation.
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