earticle

영어

Influence of elementary school teachers on children's artistic experience is significant. Ironically, however, many elementary school teachers are afraid of art and their own art skills, and they also feel uncomfortable to teach art. According to short surveys as a pilot study, it was confirmed that many preservice elementary teachers defined art mainly as the expression of one's feelings and thoughts. Therefore, their way of defining art made them think that it would be important to have skillful art techniques to be good at art and teach art well. However, they cannot master enough art skills taking a few art education courses. Then how can we, higher art educators can help these preservice elementary teachers overcome their fear on lack of their art skills and be confident in teaching art. In this paper, one art project, “Identity Photo Project for Life” is introduced. The theoretical background of developing this project for preservice elementary teachers is explained and how preservice elementary teachers participated in this project is also described in detail. The reseults of this project shows significant changes in preservice teachers' attitude toward art, art-making, and teaching art. After this project, they expressed that they began to understand art as art for life instead of art for itself and they showed their spontaneous intention to make more art works continuously in the future. The study also address the issue of developing the current curriculum in art education to help preservice elementary teachers more actively.

한국어

본 연구는 초등 미술교육이라는 강의를 통해 만난 예비 초등교사들의 미술 표현 기능 부족에 대한 불안감, 그로 인한 미술 교수에 대한 두려움의 원인을 찾고 그를 극복할 수 있도록 돕기 위한 방안으로 이론적으로는 “이해로서의 미술”과 “삶을 위한 미술”의 의미를 살펴보고, 실천적 방안으로는 “삶을 위한 미술 프로젝트: 미술을 통한 자기 정체성의 이해”라는 예비 초등교사들을 위한 미술 프로젝트의 진행 과정과 결과를 소개한다. 아동의 미술 경험에 예비 초등교사들이 끼칠 수 있는 영향력, 중요성을 생각할 때, 현재의 예비 초등교사를 위한 미술교육 프로그램의 점검과 효과적인 교육 프로그램의 개발의 논의는 구체화될 필요성이 크다. 이 연구에서 소개되는 정체성 이해 프로젝트는 앞으로 예비 초등 교사들에게 긍정적인 변화를 가져올 수 있는 가능성을 보여준다.