중학교 교육과정에서의 디자인교육 연계성에 관한 고찰

Abstract

The proportion occupied by areas of design in the middle school art curriculum in Korea is increasing day by day. Within the current educational process where education is achieved in an integrating manner regardless of the grade, the school environment and the role of teachers are becoming increasingly important. In addition, as a curriculum can be organized to be concentrated in a particular grade or semester depending on the discretion of the school, a systematic execution may face some imitations. As a result of studying the composition and contents of areas of design in a total of 9 varieties of art textbooks used in Korean middles schools, it was analyzed that the following discussions would be necessary. Some of the entailing issues are, first, the issue of difficulty levels according to the teaching subjects; followed by, the issue of section weight in accordance with areas of design, the issue of appropriateness regarding the selection of example figures in the textbook. These issues would be revealed as limitations as an effective integrated education that benefits from the section-specific / grade-specific / domain-specific connectivity. In other words, it is deemed that, in order for the three directions – the historical/cultural value aspects, the individual/social functionality utilization aspects, and the interdisciplinary educational foundation – that are being proposed at the national level as the focus directions of the domestic art education, a multifaceted connective education needs to be established. Thus, as an idea for overcoming the limitations of the current middle school education for design, the following practical challenges for curriculum connectivity are proposed in this study. They are “integrated connectivity” from the aspect of applicability through the “expression” domain and “linear connectivity” through the “appreciation” domain that enables multi-faceted utilization of areas of design. In addition, another would be the composition of educational contents for grade-specific or subject-specific difficulty levels through the formation of “aesthetic experience” focused “grade level connectivity” as the curriculum foundation.