화면 속으로, 마이크 밖으로, 작품 안으로: 행위자-네트워크 이론으로 본 온라인학교 미술 교수실천의 재배치에 관한 자문화기술지

초록

This autoethnographic study explores how art teaching practice is reconfigured in an online school. Drawing on the experiences of the teacher-researcher, the study analyzes orientation materials, lesson and assessment plans, platform records, appreciation activities, production materials, student works, teacher feedback, and reflective memos. Actor-Network Theory is used not as a fixed analytical model but as a lens for tracing the platform actors that made differences in online art teaching. The findings reveal three forms of reconfiguration. First, gigapixel imagery and zooming reconfigured art appreciation into expandable observation of pictorial surfaces. Second, mute functions, chat, and emojis made students’ responses visible across multiple channels rather than through spoken responses alone. Third, shared links and comment bubbles reconfigured student works from closed submissions into editable workspaces where teacher feedback and student revision were intertwined. Together, these findings suggest that online art teacher professionalism is not merely the capacity to use digital platforms, but a relational practice of reading and coordinating the conditions of seeing, speaking, and making produced by platform actors.

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