문화예술교육, 학교예술교육의 대안으로서의 고찰

Abstract

Schools today constantly strategize ways to transition arts classes from a focus on memorization, drills to improve skills, to focus instead on a more active classroom where thinking and expression is encouraged. Government policies have increased the number of hours allocated to ‘arts and culture education’ in schools as the alternative for the ways. ‘Arts and culture education’ emerged as a legal term for cultural policy in 2005. It claimed to support the ‘cultural education through arts’ and emphasized its distinctiveness and superiority to traditional arts education. However, in school today, ‘arts education’ and ‘arts and culture education’ are usually considered as synonyms, and diverse participants and professionals in the educational scene have noted the inadequacy of its qualitative development. Could arts and culture education be the alternative to current arts education in schools? This paper argues that this is possible when arts and culture education shifts its perception of arts as the goal of education rather than as a tool of education. There is a need to first establish a solid pedagogical identity for arts and culture education by acknowledging the value of arts in life, and understanding the relations between arts and culture, which goes beyond that of political considerations as well as pre-existing skills and information based pedagogies.