KLI

외국대학의 시각디자인 교육에 관한연구

Metadata Downloads
Alternative Title
A Study on the Visual Design Education of Foregin Universities
Abstract
오늘날 시각디자인이 종합적인 학문으로서 실무에 효과적으로 활용되어야 함은 너무나 당연한 사실이다. 그러나 현재의 국내의 많은 디자인 관련대학 학과들이 디자인 교과과정을 살펴보면 이러한 욕구를 충족시키기에는 아직 미흡한 점이 많다. 이는 우리의 디자인 역사가 짧아 디자인 교육이 지금까지도 응용미술. 생활미술. 장식미술. 산업미술등 여러명칭의 학과에서 부분적으로 다루어지고 있어 우수?? 디자인 인력을 양성하는데 필요한 독자적인 학문으로써의 체계적인 교육과정을 갖추지 못하고 있기 때문이다.

선진국에서는 산업의 발전에 따른 자연발생적인 요인 때문에 디자인 분야가 생성 발전한 것과는 달리 우리나라는 70년대에 들어서면서 디자인 교육기관이 급속한 양적인 증가를 가져왔으며 교육내용이나 방법의 일정한 기준도 없이 난립하고 있는 실정이다. 그럼에도 불구하고 이러한 양적인 증가를 효과적으로 대처할 수 있는 제도적인 장치나 적극적인 개선책이 마련되지 못하고 있는 실정이다. 미국의 경우 산업디자인협회(IDSA : Education Committee)에서 교과과정과 실태를 심사하여 디자인교육의 적합성을 인정, 권장하고 있다. 그러나 우리나라 디자인 교육인은 대부분 공예나 응용미술등을 중심으로 실시되고 있으며, 미국 산업디자이너협회처럼 교육과정의 질과 교육실태등을 관장하는 기관이 없기 때문에 각 교육기관마다 교육과정 편성에 많은 혼선을 일으키고 있다.

따라서 이와같은 문제점을 개선하고 보다 효과적인 교육을 시행하기 위해서는 디자인 교육내용과 교과목편성을 위한 근본적이며 폭넓은 연구가 필요하다. 또한 탁월한 전문능력을 갖춘 유능한 디자이너?? 만들기 위해서는 합리적이며 체계적인 내용의 기초과학 이론과 일반지식을 학교교육을 통하여 습득시켜야 하며, 학교와 기업체의 유기적이며 긴밀한 산학협동체제를 확립시켜야 할 것이다. 또한 학생들이 졸업후 일선에서 능히 직무와 실무를 행할 수 있는 과목을 교과과정에 충분히 반영함으로서 이론과 실제가 일치한 산교육을 행할수 있는 효율적인 교육체제로 이룩하여야 할 것이다. 이를 위해서는 교육자, 정책입안자, 기업가등 모든 분야에 종사하는 전문가의 적극적인 참여가 절실히 요망된다. 이를 위하여 디자인교육이 모범적으로 시행되고있는 미국의 10개 대학의 디자인 교육과정과 국내에서 디자인 교육이 전공으로 행하여지고 있는 4년제 대학교중 임의로 각각 10 개 대학을 선정하여 양국대학의 교과과정을 중심으로 비교 분석하였다.
It is necessary that we should apply the Visual Design as a composite Knowledge to a practical business effectively, but the curricula of the many Korean depratments of design don't meet the need.

The unsatisfactory curricula result from a short history of design education.

Design deucation is instructed at the departments of Life Arts, Decorative Arts and Industrial Design, ect.

And we need to set up, as an indepenedent learning, a systematic of design that helps students be good designers.

In case of a developed country, design has developed spontaneously with the progress of an industry.

Peple founded many design institutions with no consistent curriculum or teaching method at the beginning of 70's.

Design institutions greatly increased in quantity, but they suffer the needs of gooe curriculum or effective teaching method.

In America, Education Committee of IDSA examines actual conditions and approves or recommends appropricate curriculum.

Our Korean educators theach students a design course that concentrates on crafts or applied arts mostly and we have no institute that organises design education and its realities

Most educational institutions are confused at the setting up of curricula.

We need more basic and broader research for the design education and the subjects in order to improve the matter and carry out an effective education.

We should educate students systematically and effectively fundamental science theories and general knowledge at school.

We'd better organize the industrial-educational cooperative society that a university and an industry have systematic and close relations.

We should also make an effective educational system by reflecting the subjects which unite theory with practice.

By doing so, the students will be able to perform their theoretical and practical duties after leaving their schools.

For this purpose, all of educators, policy-makers and enterprisers must take part in the cooperative work actively.

This paper compares the curricula of ten excellent American design departemnts with those of ten Korean ones.
It is necessary that we should apply the Visual Design as a composite Knowledge to a practical business effectively, but the curricula of the many Korean depratments of design don't meet the need.

The unsatisfactory curricula result from a short history of design education.

Design deucation is instructed at the departments of Life Arts, Decorative Arts and Industrial Design, ect.

And we need to set up, as an indepenedent learning, a systematic of design that helps students be good designers.

In case of a developed country, design has developed spontaneously with the progress of an industry.

Peple founded many design institutions with no consistent curriculum or teaching method at the beginning of 70's.

Design institutions greatly increased in quantity, but they suffer the needs of gooe curriculum or effective teaching method.

In America, Education Committee of IDSA examines actual conditions and approves or recommends appropricate curriculum.

Our Korean educators theach students a design course that concentrates on crafts or applied arts mostly and we have no institute that organises design education and its realities

Most educational institutions are confused at the setting up of curricula.

We need more basic and broader research for the design education and the subjects in order to improve the matter and carry out an effective education.

We should educate students systematically and effectively fundamental science theories and general knowledge at school.

We'd better organize the industrial-educational cooperative society that a university and an industry have systematic and close relations.

We should also make an effective educational system by reflecting the subjects which unite theory with practice.

By doing so, the students will be able to perform their theoretical and practical duties after leaving their schools.

For this purpose, all of educators, policy-makers and enterprisers must take part in the cooperative work actively.

This paper compares the curricula of ten excellent American design departemnts with those of ten Korean ones.
Author(s)
김영현
Issued Date
1989
Type
Research Laboratory
URI
https://oak.ulsan.ac.kr/handle/2021.oak/4689
http://ulsan.dcollection.net/jsp/common/DcLoOrgPer.jsp?sItemId=000002024467
Alternative Author(s)
Kim,Young-Hyun
Publisher
연구논문집
Language
kor
Rights
울산대학교 저작물은 저작권에 의해 보호받습니다.
Citation Volume
20
Citation Number
1
Citation Start Page
271
Citation End Page
293
Appears in Collections:
Research Laboratory > University of Ulsan Report
Authorize & License
  • Authorize공개
Files in This Item:

Items in Repository are protected by copyright, with all rights reserved, unless otherwise indicated.