2022 개정 미술과 교육과정의 ‘정체성 역량’ 탐색과 미술 교과서 구성 방안

Abstract

‘Identity Competency’ was newly established as a core competency in the 2022 revised art curriculum. However, the curriculum revision work had been carried out without sufficient research and discussion on the concept and perspective of identity and the contents and categories of identity education in art education. Accordingly, in this paper, we considered the questions ‘What is identity?’ and ‘From what perspective and in what direction will identity be pursued in art education?’ and examined Dewey’s empirical philosophy to find the answers. We reviewed the contents related to ‘identity’ in order to examine how the ‘Identity Competency’ was depicted in the 2022 revised art curriculum. Also, ‘had identity education been absent in the art curriculum? Or had it been included?’, in order to examine identity education in previous art subjects, we analyzed 6 types of art textbooks approved for grades 3 and 4, and 7 types of art textbooks approved for grades 5 and 6 according to the 2015 revised art curriculum. Content closely related to the concepts and categories of ‘identity’ was extracted, and the selection and organization of learning contents and learning level were analyzed. Based on the results of literature review on ‘identity’ and analysis of art curriculum and textbooks, we proposed a plan for organizing art textbooks to implement ‘Identity Competency’ in the school art education. We hope that this study will be helpful not only in the research field of art education, but also in increasing empathy and awareness of the ‘Identity Competency’ of teachers in the field and leading to classes that foster students’ identity through art education.