통일교육을 위한 미술교과 내용 구성 방안 연구

• 영문명: A STUDY ON THE IMPLICATION OF ART EDUCATION FOR THE UNIFICATION OF KOREA
• 발행기관: 한국조형교육학회
• 저자명: 이주연
• 간행물 정보: 『조형교육』제16호, 125~148쪽, 전체 24쪽
• 주제분류: 예술체육 > 미술
• 파일형태: PDF
• 발행일자: 2000.01.01

영문 초록

There are many studies come out about the national integration before and after the unification of two Koreas. Most of them were about the military, political, economic, social and cultural impact and influences, on the other hand, researches on education were relatively few. It should be concerned that education is the potent one to affect children I s growth, and especially art education plays the central role for the national integration for the unification. Through art education, students can have positive thinking, national identity, and national solidarity. This study is concerned with practical teaching plans of art education for the national integration for the unification of two Koreas. The ideal integration of Korea has to achieved through consciousness as a whole in culture, value, attitudes, and so on. Education through art plays the most important role to lead national harmonization for the unification. The purpose of this study is to understand the present situation of art education, its implication and proper direction for oncoming era of reunification of Korea, and to suggest teaching plans to seek for mutual conformity and national homogeneity between North and South Koreas. This study included 1) the methods of plans of art education, 2) the contents of art education for unification based on the 7th National Art Curriculum, 3) six models of teaching plans to show its applicability. Each models was organized on the bases to build national conformity consciousness. It is desirable to teach students national identity, national homogeneity, national harmony and national solidarity in the bases for value education tbrough art education. It can provide the chances to restore the humanity by understanding each other’s artworks and expressing meaning and feeling and to learn the nature of art. In this sense, art education ought not to be a art technique but to be an aesthetic education for art pleasure. In addition, educators and teachers should bear