전인교육에서 무용의 기능 변화

Abstract

The educational discussions presented in the 'OECD Education 2030 Project' and the 'UNESCO Culture and Arts Education Framework' provide an important direction and foundation for the practice of future dance education. Accordingly, the foundation for realizing holistic growth dance education was explored based on the transformative competencies, cultural diversity, and critical participation emphasized in the two projects, and the following conclusions were made. First, arts experience is not a simple acquisition of competencies for survival, but a pro- cess of doing for meaningful existence from a human ontological point of view. The value of holistic dance education based on transformational competence is to feel the connection between oneself and others through dance, to have an expan- sive self, and to think artisticly about the problems surrounding my life through the connection and expansion of contemplative communication. Second, the aesthetic experience of dance education associated with transformative competen- cies is an act of thinking through the transformative competencies development cycle that "Anticipate - Act - Reflect" on topics within the life process, which are more socially and globally revealed. Third, dance education, which rethinks cultural diversity of ambiguity and uncertainty, provides continuous opportunities to think and reflect on social knowledge and perceptions such as understanding and respect between cultures, social integration, conflict prevention, and public opinion creation and recovery through arts through various, comprehensive and flexible approaches and methods. Fourth, dance education that promotes holistic growth is accompanied by a change in the evaluation system and the realization of a 'process' centered on reflection and artistic thinking by learners themselves using prior experience and prior knowledge.