다문화 시대의 어린이를 위한 박물관·미술관 문화예술교육 사례연구: 문화다양성 미술교육 제안

Abstract

This research is a basic research to realize cultural diversity in a genuine sense by examining the current state of cultural diversity culture and art education for children in museums and art museums, which are lifelong educational institutions in Korean society in a multicultural era and by investigating domestic and international cases. Currently, the school-age population continues to decline but, the proportion of multicultural students is high in Korean society. However, most children with multicultural backgrounds experience distressing positions. They experience discrimination and have a high rate of academic interruption. In keeping with domestic multicultural policies, national museums and art museums have steadily run cultural diversity education programs. However, there are criticisms that it has not yet been able to practice true cultural diversity education. This study introduced an example of cultural diversity education at an overseas museum that entered the era of cultural diversity earlier than Korea. As a result, this study sought a practical direction for museum education so that all children of various cultures could coexist. Based on such case studies, this study proposed art education for domestic museums and art museums to carry out cultural diversity education more effectively. The contents of the suggestion and the expected effects are as follows. First, cultural diversity art education, such as impressions, experiences, and expressive activities to understand the cultures of different countries, helps to form the cultural identity of children living in a multicultural era. Second, children can learn the process of self-directed artistic creation and sharing ideas about creation, deepen the understanding of others, and eliminate prejudice and discrimination. Third, art education allows children to experience diverse cultures not only in Asia but around the world and can cultivate not only understanding of own culture but also diverse cultural understanding and a sense of coexistence. Fourth, communication and cooperation between multicultural communities and social enterprises and arts organizations can practice highly effective art education utilizing the most of their respective specialties. Fifth, project-type art activities in which all children, including children with multicultural backgrounds, utilize each other’s linguistic ability and cultural knowledge to help each other can improve their sense of self-efficiency and respect for each other. Sixth, level-based cultural diversity art education programs based on learners’ language abilities can complement the limitations of cultural diversity education due to language barriers. Seventh, the cultural diversity art education specialist training program can train a variety of art educators equipped with specialty and multicultural sensitivities. Lastly, cultural diversity art education utilizing online platforms and digital media provides opportunities for participatory cultural diversity learning that is not constrained by time and space. Based on this research, it is hoped that more museums and art museums would practice genuine cultural diversity education in the future. In addition, it is expected that children living in a multicultural era in Korean society would be able to stand at a horizontal starting point with equal opportunities, and “respect” and “coexistence” with others would become a natural daily phenomenon.