• Journal of Science of Art and Design
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• v.4
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• pp.147-171
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• 2002

Dieser Aufsatz ist ein Versuch, Konrad Fiedlers Theorien der bilden Kunst von ihrem kunstphilosophischen Ansatz her systematisch zu rekonstruieren und ihre Bedeutung fur die Entwicklung der modernen abstrakten Malerei klar darzulegen. Fiedler $z\"{a}hlt$ zwar zu den theoretischen Wegbreitern der abstrakten Malerei, aber in dieser Beziehung linden sick bisher nor wenige $zusammenh\"{a}ngende$ $Er\"{a}rterungen$ seiner Arbeiten. Yon der Ansicht ausgehend versucht der Verfasser die Kerngedanken seiner kunstphilosophischen Lehren in semen Haupschriften, <$\"{U}ber$ den Ursprung der kunstlerischen $T\"{a}tigkeit$>, <$\"{U}ber$ die Beurteilung von Werken do, bildenden Kunst> sowie $k\"{u}nstlerische$ Wahrheit> usw., kritisch zu analysieren und zosammenfassend darzustellen. Dabei handelt es sich letztlich darum, in seiner Bestimmung des Wesens der bildenden Kunst als 'freier Gestalting der reinen Sichtbarkeit' den Anhaltspunkt $f\"{u}r$ abstrakten Malerei herauszufinden, die in der gegestandslosen ihren $H\"{o}hepunkt$ erreicht.

• Archives of design research
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• v.15 no.4
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• pp.67-76
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• 2002

This study is mainly based on the introduction process of formative art education method of Korean Bauhaus which was brought in this CQuntry through Japan. The introduction routes into Korea of Bauhaus education method by way of the United States through Germany have been disclosed since 1945, including Korean students studying in the United States as well as Scandinavian countries. Those introduction of Bauhaus method by Korean students into Korea had influenced the domestic university education. However, it was worth notice that Park Hui-rak pointed out through his writing that Bauhaus education method had already existed in the CQuntry before 1945 when korea was liberated from 35 years of Japanese colonial rule. Park hinted in his book of "Korean Design History,199B" that the curriculum of primary school, then affiliated with Taegu Education College had been possibly influenced from Composition Education" idealogy led by Japanese Kawakita Rensichiro. In Japan, Bauhaus education method had been independently introduced by civilians like primary school teachers of Kawakita. However, the possible introduction of the informative art education in the country by way of Japan leaves a lot of things to be considered. Because, the introduction was carried out by Choson governor-General which took charge of colonial rule of korea. Accordingly, the purpose of this study is to make full explanation on the introduction of formative art education and on the types. For that purpose, examinations on various materials and information released by many educational institutes as well as by choson Governor-General were included. As the result, it was possible to find out a trace of "Composition Education : Japanese Bauhaus Formative Art Education" in 1937, one year earlier pointed out. And it was remarkable that two interested books were found out, which mainly dealt with Spanung of Composition and Dynamic sense. Finally, through examinations in many aspects, five drawing education books written in 1930s, such as Drawing Guide Details and indication, were proved to be equal to Bauhaus Composition Education in terms of terminology and contents. Moreover, it has been made clear that Composition education Choson was made mostly under the control and management of Choson Governor-General in the of books on education systems in then education college.