2011 -

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2011.10

KACES-1040-R019

Tel. (02)6209-5900Fax. (02)6209-5999e-mail. contact@arte.or.krwww.arte.or.kr

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2011 - .

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Abstract

Competitiveness of a country is proportional to quality of cultural and artistic education.

In case of so-called developed major countries of the West, they have recognized the

importance of education and have done continuous support for culture and arts and made

much effort for their research till now. Especially since recent 1990s, they invested much

more manpower, time and budgets for culture and arts, and established their own standards

for cultural and artistic education. But relatively, in case of Korean cultural and artistic

education, there aren't even proper researches and practice of 'the educational standards' that

have to be basic guidelines for the educational enforcement, and it stays in the fundamental

stage of cultural and artistic education development.

Under the recognition of the necessity for our cultural and artistic education standards, in

this study, the researchers explain each course of the research stage for better understanding

and analysis of the status of theatrical education, and establish and present theatrical

education standards.

As contents of study, first of all, through major foreign examples of performing

developmental theatrical education on the basis of the cultural and artistic education

standards-centering on the examples of the USA and Germany-, the researchers examine

forms of their theatrical performance and try to find what they suggest for study of our

theatrical education standards. And by inspecting domestic theatrical education courses and

each grade's theater-related curriculums and educational goals and contents of other genre's

art subjects in elementary and secondary schools, the researchers have established concrete

goals of theater education. This is because of the fact that specific announcement of the

goals of theater education hasn't been made in advance and in order to solve such problems,

the researchers examined even the goals of general institutional education

first and then set proper goals of our theater education.

l v

And through suggested methods of study in the above, we arranged models for

development of theater education standards step by step. Here we used surveys for drama

instructors in the field of education in order to confirm whether "goals of theater education

(example)" and "achievement standards and behavior guidelines (example)" being prepared

by the researchers are proper for the field of education. That was helpful for us to solve

considerable burden and difficulties of establishing goals of theater education, and preparing

and suggesting their standards.

This study is initial research for 'the educational course of cultural and artistic education'

for each step. And because it is connected to providing directions for later development of

textbooks and concrete theater programs as educational contents for creative experiential

activities and after-school educational activities, the researchers expect that this study would

be helpful for making our bright future of cultural and artistic education.

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(linguistic intelligence), (spatial intelligence), (interpersonal

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http://www.berlin.de/sen/bildung/unterricht/lehrplaene/

NAEP ARTS EDUCATION FRAMEWORK PROJECT (2008). 2008 Arts Education

Assessment Framework, National Assessement Governing Board, U.S. Department

of Education

118 | 2011 -

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