중국 근대 미술교육 제도와 국가 정체성

Abstract

Ministry of Education and Science curriculum revision in 2009, implemented “subject based”, “class based” system. These reforms contributed in reducing the number of students taking required courses. In secondary education, especially for sports and arts area, a drastic revision contributed in reducing the burden of private tutoring, however questions can be raised if these amendments contribute to the national agenda of public education and its role of cultivating individuals with a healthy consciousness. When we are unsure about a certain problem, the easiest way to find a solution is to go back to the initial point of where problems start. Art Education has been from the beginning a part of implementation of Western Education system in East Asian Societies. In China, Korea and Japan, Art has been a “required” course because each countries wanted to secure national identity through art education, essentially to achieve “modernity”. The purpose of this paper is to reflect upon our art education through examining how the Qing government have institutionalized art education to achieve national identity since 1904. Modern Art education in China begins in 1904 as the Qing government declares “Memorial to fix the rules and regulations for new schools” which includes “painting” and “crafts” in primary and secondary education. A hundred year old Chinese modern art education is progressing. The Chinese academic world has been developing their discussion in improving their education, the most notable would be the importance of “Chinese traditional art education”. Since China faced similar threats of national identity from western modernity, it would be important for us to examine how China have implemented their art education.