David Hockney의 디지털 드로잉에 담긴 교육적 의미와 초등 미술교육 연계 방안 연구

Abstract

Objectives This study clarified the effects of digital drawing on art education for elementary school students in a social environment in which the development of digital technology and the transition to the digital environment are accelerating, and suggested a teaching plan for art classes using digital drawing.
 Methods To this end, the necessity and meaning of art education using digital media were first considered by reviewing previous research and educational theories. In order to derive a plan to apply digital drawing to elementary school art education, David Hockney’s works were analyzed and his art view was reviewed through literature and interview data.
 Results Through this, playfulness, formality, and connectivity were derived as art educational effects contained in digital drawing. First, art education using digital drawing allows art to be enjoyed as play rather than study. Play elements of digital drawing The playful element of digital drawing promotes learning motivation and reduces learning burden.. Second, art education using digital drawing facilitates exploration of various colors and shapes. And it is possible to modify as much as possible during the creative process, so there is no need to worry about mistakes and failures. Children can be more immersed in expression and ideas. Third, art education using digital drawing enables convergence activities that connect art and technology, art and daily life, and time and space by using media familiar to digital native.
 Conclusions Based on these effects, this study reached the conclusion that elementary school art education using digital drawing meets the essential purpose of art education in that it motivates learners to learn and discover aesthetic characteristics in themselves and surrounding objects. In addition, this thesis emphasized that such art education corresponds to the trend of the digital age.