자연미술 작품을 활용한 초등 환경미술교육 지도 방안

Abstract

This study sought the guidance for environment art education utilizing natural art by examining the contents, direction, and role of environmental education and arts education based on 2009 and 2015 revised curriculum of elementary schools. For the concrete way of teaching methods utilizing natural arts in environmental arts education, the 2009 and 2015 revised curriculum was analysed in order to investigate how much the curriculum included contents of environment. For guidance, a plan for teaching and learning was developed depending on the areas of ‘Experience, Expression, Appreciation’, which has the contents of the 2015 revised art curriculum. The conclusions of this study are as follows. First, for the effective guidance of ‘Experience’ area, students should enhance an aesthetic perspective through direct experience of the activities in their life and help to understand the communication style of art and take advantage of them. Also, the link should be considered between ‘Expression and Appreciation’ area before establishing a teaching plan. Second, for the effective guidance of ‘Expression’ area, increasing the motivation of students should be needed through utilizing a variety materials and methods. Also, environmental issues need to be considered in the planning expression activities for effective environmental education in art curriculum. Third, for the effective guidance of ‘Appreciation’ area, it is important to utilize environmental activist, environmental art such as environment-related information and anecdotes and related to the learning contents for increasing student's interest and concern for environmental issues. Also, it should be considered to utilize a variety of viewing perspective like subject, formative elements and principles and environmental and socio-culture background in order to have a comprehensive discernment. In this regard, it is necessary to have an in-depth study on the fact that the contents of the practice and activity are related to the ideology of environmental education. Therefore, further research on the teaching and learning activities are needed.