행복교육을 위한 미술교육 방안

Abstract

This study suggests art education as a means to realize ‘happiness education’ to develop children’s dreamsand talents and to alleviate school violence. This study is experimental research applied in a classroom by afield teather. With respect to the content of the research, stages of art education activities are established herefor the practice of happy education. This involves three stages, focusing on I, you(the other), and we(thosesurrounding us) relationship and secondly on conducting art education to promote the acceptance of diversityand mutual communicative abilities at each stage. After conducting phased classes with the themes of‘Decorating my own character’, ‘Decorating my friends’ character’ and ‘Creating an appreciative card’, thisstudy then discusses the following three outcomes by producing an art education plan for ‘happinesseducation’ on the basis of educational effect, which is the result of the application to the class. Thesuggestions of art education for 'happiness education' are as follows. First, it is necessary to focus more onthe education of learners’ inner sides. Second, educators need to change their recognition of a ‘Teacher as aperson who changes the world through art education’. Third, it is necessary to expand art education basedon monistic-relational thinking. Even now, inquiring into and conducting research on art classes for happinesseducation are urgently needed in the elementary educational setting, as happy art education has the powernot only to cultivate talent with creativity, personality and integrated thinking, but also to inspire change tolead to a happier and better world.