2022 개정 미술과 교육과정 ‘미적 체험’ 영역의 5·6학년용 미술 교과서 개발 방향 연구

Abstract

The Aesthetic Experience/Experience area, which first appeared when the Content System was introduced in the 7th National Curriculum. It has been constantly pointed out that the Aesthetic Experience/Experience area is ambiguous and overlapped with other areas, Expression and Appreciation. School teachers also indicated the area is the most difficult when designing the curriculum, and it was also selected as the most problematic area in the study of the 2015 Revised National Art Curriculum. Textbooks are an important method to deliver the national level curriculum to classroom. Therefore, this study focused on how to imply the Aesthetic Experience area in the 2022 Revised National Art Curriculum into art textbooks in order to support practicing the national curriculum. First, the Content Elements and Achievement Standards of the Experience area for the 5th and 6th graders of the 2015 Revised National Art Curriculum were compared with the Aesthetic Experience area for the 5th and 6th graders of the 2022 Revised National Art Curriculum. Next, according to the criticism that the Aesthetic Experience/Experience area has low connectivity and hierarchy, the Content Elements and Achievement Standards of the Aesthetic Experience area for the 5th and 6th graders of the 2022 Revised National Art Curriculum were compared with the 3rd and 4th grade level and the middle school level. Based on analyzing the previous and new Curricular, we suggested how to apply Aesthetic Experience area of the 2022 Revised National Art Curriculum into new art textbooks for the 5th and 6th graders by referring art textbooks for the 5th and 6th graders based on the previous Curriculum. As a result, these are suggested to apply to develop new art textbooks for the 5th and 6th graders: 1) digital devices should be used for sensory exploration, 2) opportunities to reflect on the relationship between senses and thinking should be supplied, 3) activities to decode denoted meaning implied in visual culture should be included, and 4) opportunities to find and make meanings as exploring objects and environments should be included.