초록 열기/닫기 버튼
본 연구는 2009 개정 교육과정의 핵심 개념인 창의․인성 교육의 틀에서 시각문화 미술 수업을 통합 교육과정으로 설계하여 고찰한다. 창의성과 전인적 인간의 성장은 미술교육에서 역사적으로 중요한 담론이었고 현대에는 시각문화 미술교육 패러다임의 등장으로 학교 현장의 미술 수업에 새로운 접근 방법이 요구된다. 이에 초등학교 미술 수업의 통합 교육과정 설계 과정과 사례를 통해서 미술과의 시각문화 학습이 다른 교과의 지식, 기능과 어떻게 연결되고 학생의 인성 교육이 이루어질 것인가에 대해 살펴보고자 한다.
The purpose of this study is to suggest ways to approach to creativity and character education in teaching visual culture. Recently there are increasing notions about creativity and students' character in art education due to the reformation of the 2009 National Curriculum. Postmodernism movement in the field of art education emphasizes the focus on creativity in socio-cultural context and pedagogical practices. It is significant that we need to reconceptualize teaching creativity in art education and our beliefs about the relationship between creativity and educational setting for students' development. It is advocated that through critical analysis of concepts and research and practice in art education we can develop personal, cognitive, productional aspects through artistic process. Integrated curriculum planing and practice through visual culture approaches to art education provide ways to cultivate creative students. Topics discussed in this article are related to reconsidering creativity and visual culture through interdisciplinary studies. The author suggest theoretical framework based on Drake and Burns(2003)'s integrated curriculum and the model of Creative Problem Solving. There are examples of curriculum planning, activities for interdisciplinary curriculum through Korean literature and social studies subjects. Discussion of this study has implicated the need for teachers' beliefs and competency for integrated curriculum and the need for theories and practice bridging knowledge, skill and character teaching for visual culture studies.
키워드열기/닫기 버튼
visual culture, creativity․character, integrated curriculum
