2012 학교 문화예술교육 우수교수학습지도안 개발 연구_공예,...

2012 -

2012 -

2012.12.

KACES-1270-R002

ISBN978-89-6748-028-8 93370

Tel. (02)6209-5900Fax. (02)6209-5999E-mail. [email protected]

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2012 - .

2012 12

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Abstractix

Abstract

The purpose of this study was to research and develop a teaching-learningplan for the subjects of craft, cartoon/animation and play, based on .

Developed in 2011, aims to establish astandard of systematizing culture and art, in order to clarify the aim of cultureand art education and set up a curriculum for it, namely to establish the level ofexpectation for culture and art education by school ages or groups. The level ofexpectation refers to internal and external skills that must be attained by learnersvia a concerned curriculum. From a different standpoint, it is an organizedteaching-learning system and learners experience, which is expected to have fromthe system. The standard classified culture and art education from elementaryschool to high school curricula into five steps, and then established stepwiselevels of expectation by areas, in order to link physical/intellectual/emotionaldevelopment to the curricula. Via these processes, the base for the contents ofculture and art education, for the aim and assessment by the levels of expectation,and for the research and development of educational contents was established. Inorder to develop a systematic and practical educational contents that taking theeducation standard into account, this study reflected a variety of requirementsfrom the actual sites of school education of culture and art. In this vein, thisstudys research and development of educational programs in such three areas ascraft, cartoon/animation and play could work out a teaching-learning plan thatcould be applied to the actual sites of education easily.

This study used such study methods as analysis on preceding studies,examination on literature, research on educational examples, analysis on thecurrent status and demand of school culture and art education, meeting andinterview with experts, seminar, demonstration class and feedback. Via theseprocesses, the frame of teaching-learning plan was designed and its educationalprograms were developed at last.

x 2012 -

The connectivity with was as follows:First, the theme of the educational program was composed in connection with

the stepwise levels of expectation by areas, presented by the education standard,and the level of difficulty was adjusted systematically according to the steps oflevels.

Second, a variety of learning contents in areas, presented in the educationstandard, were planned to be experienced within an educational programsimultaneously.

Third, the aim and assessment of learning for all the educational programswere composed in connection with the levels of expectation of the educationstandard.

Fourth, every step consists of a basic portion and an advanced portion, and inthe basic portion, students can learn essential contents by areas, whereas in theadvanced portion, they can learn a variety of subjects comprehensively.

Fifth, reference works and appreciation materials are presented by the stepwiselevels of difficulty of learning.

As described in the above, in the basic step, the level-oriented educationalprogram in such three areas as craft, cartoon/animation and play providesstudents the contents of concerned curricula, but in the advanced step, it makesstudents carry out a variety of learning activities comprehensively by connectingthe above three areas with humanities and other artistic areas. The educationalprogram consists of 3~5 units according to the stepwise themes and thecontents/characteristics of units, and every area consists of 45 elementary schooleducational programs and 20 middle/high school educational programs. And allthe programs are connected with an organic educational curriculum in order tomake students acquire the standard of performance, presented by the educationstandard, during a semester or via a learning course of 15 sessions in a year.This teaching-learning plan contains practical teaching-learning activities andadditionally provides reference works, assessment criteria and helpful data on thelevel-oriented education. In addition, the plan includes work sheets and referencematerials, in order to provide help to teaching-learning activities according to thecharacteristics of the education program, thus making teachers utilize them

Abstractxi

directly in their teaching. On this account, it is necessary for teachers to use theteaching-learning plan by connecting its programs organically focusing on thetheme of every unit and areas, after taking into account, and to substitute other learning contents according toeducational environment, educational subjects characteristics and teachers specialabilities. Educational subjects, specified in the plan, were decided afterconsidering public school curricula. In case of using the plan in the actualscenes of lifelong education and social education, teaching must be carried outby levels, according to learners abilities.

This studys expected effects are as follows:First, since the teaching-learning plan was developed on the basis of , it can be great help in realizing culture and arteducation in the actual site of education, via a variety of discriminatedteaching-learning methods that are different from conventional methods of arteducation.

Second, since the stepwise performance standards and contents, presented bythe education standard, were researched and developed into the concreteprocesses of education, this studys teaching-learning plan can reduce the gapbetween art lecturers teaching qualities and contents, and make essential learningelements not overlapped or omitted. In addition, since learners age-orientedlearning contents and teaching-learning methods were presented, the plan canmake culture and art education carried out according to students levels.

Third, the advanced educational program is a kind of interdisciplinaryeducational activities that comprising artistic areas and other academic areas. Viathis process of teaching, art lecturers can develop a variety of thematicintegrated educational programs.

Fourth, the plan can be a stat point for the development of a variety ofteaching materials and educational contents in relation to culture and arteducation in the future.

Fifth, sine the plan designed and presented a frame of teaching-learning planfor culture and art education, it can be help in art lecturers practical activitiesof teaching and research.

xii 2012 -

Sixth, the plan can be a basic frame of educational programs and courses forthe curriculum for the system of culture and art educators, which will belaunched in 2013.

The purpose of this study was to improve teaching-learning methods andcontents that could activate the original aims of culture and art education andeducational standards. On this account, the investigator tried to make culture andart education reflect the agony and experience of curricula researchers andteachers in actual scenes of education, and aimed for domestic society to attainreal meanings and values with it.

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. - 43

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. - 47

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48 2012 -

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. - 49

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B.B.B.B. 1-1-B 2-1-B 3-1-B. 4-1-B. 5-1-B.

< 9>

. - 51

a. a.

a.

a. b.

C.C.C.C.

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2-1-C. a.

3-1-C. a.

4-1-C. a . ? ( )b. c. ?

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A.A.A.A.

1-2-A.a. b. c. d.

2-2-A. a. , b. c.

3-2-A. a. b.

4-2-A. a . b.

5-2-A. a. b. c. d.

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3-2-B. a. b.

4-2-B. a. b.

5-2-B. a. b. c. C.C.C.C.

1-2-C. a. b.

2-2-C. a. b.

3-2-C a. b.

4-2-C.a.

5-2-C. a. 52 2012 -

c.

b.c.Hot-Seatin g

3.3.3.3.

A.A.A.A.

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2-3-A. a. b.

3-3-A. a. b.

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5-3-A. a. b.

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1-3-B. a.

2-3-B. a. b.

3-3-B.a . 14-3-B. 5-3-B. a.

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5-3-C a. b. c.

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