초등미술교과서 3-4학년 도자영역 분석 및 제언

Abstract

In order for ceramic culture to be revitalized, ceramic art education should be systematically carried out from elementary education. Accordingly, this study analyzed the number, form, and content of reference works in the 2015 revised curriculum elementary art textbook grades 3-4 and 6 publishers' ceramic art areas. As a result of the study, first, the number of ceramic art reference works in grades 3-4 of the 2015 revised elementary art textbook was significantly reduced compared to the 2009 elementary art textbook. Second, in the ceramic art section of the 2015 revised fourth-grade elementary art textbook, all six publishers have fewer reference works compared to the previous textbooks, and two have no works introduced. Third, most ceramic works are made of clay, but there were some publishers who classified them as sculptures. It is desirable to classify the clay used in ceramics into blue clay, white clay, ongi clay, and combination clay, and to utilize characteristics such as plasticity and fine texture. Fourth, the manufacturing methods for spinning wheels and clay dough were minimal. Fifth, there was a lack of information on the amount and texture of clay for the production of ceramic works. As a suggestion for the revitalization of elementary ceramic arts education, first, a method of making ceramic works should be presented in consideration of the student's developmental stage. Second, it is necessary to introduce ceramic works for each level of 3rd and 4th grades, and compare Eastern and Western ceramics. Third, the value of the fine texture and plasticity of clay must be proven. Fourth, the particularities of ceramics, such as spinning or dough, should be presented. Fifth, the proportion of ceramic art in the art curriculum should be expanded. Opportunities to experience ceramic art from elementary school should be expanded to lead the future of ceramic culture.