Arts PROPEL 프로젝트 학습에 기초한 미술 감상 교육과정의 분석적 탐구

Abstract

The purpose of this study is to search the curriculum of arts appreciation on the basis of Arts PROPEL Project. There are many critics about the nature of art education in the line of conception of aesthetic value, aesthetic experience, and artistic growth. The issue about the nature of art education is very important because the aesthetic value and experience influence on the art curriculum, especially on the appreciation. So, the biased conception of appreciation often brings about many problems in curriculum making and development in arts. Eisner have criticized the tendency of art education biased on the art production. The content structure of arts is made of three domains, aesthetic experience, expression, and appreciation. Production, comprehension, and criticism are important factors in art education. Among the rest, criticism has been less emphasized in arts education. But the domain of appreciation is more emphasized in the 7th curriculum at the national level. By the way, we have misconception of the nature of appreciation education. We argue appreciation education should be reconceptualized on the basis of Arts PROPEL which focused integrative learning, portfolio evaluation, and artistic developmentally practice. On the basis of Arts PROPEL Project, the curriculum of appreciation can be changed into new mode of art education. This work should be base on the reconception of appreciation, integrative learning of PROPEL, appreciation as reflective evaluation, and internalization of knowledge on arts. We should pay attention to the integrative possibility of appreciation curriculum. The appreciation curriculum we construct should be interpreted as a whole system not summative one. In the future we should consider the conception and curriculum of appreciation in the line of a educative experience and world making.