미국의 예술통합교육과 한국교육에의 시사점
Arts Integration Education in the U. S. and its Implications for Korean Education
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이 글에서는 미국에서 예술통합교육이 시작된 배경과 추진과정을 살펴보고 이를 통해, STEAM 교육과 같이 예술이 일반 학문교과들과 통합운영되는 예술통합교육(Arts integration)의 한국적 실천방안에 대한 시사점을 제시해보고자 하였다. 결론적으로, 첫째, 체계적인 계획을 갖고 장기적 실천 프로젝트와 이에 대한 철저한 모니터 및 가치평가작업을 통해 예술통합교육의 연구적, 실천적 기반을 확립하는 일이 필요하다. 둘째, 예술통합교육은 학교 내 교사들과 학교 밖 예술가 그룹과의 협업적 관계에 의존하지 않고는 실질적 질을 담보할 수 없다. 그러므로 지역 전체의 인력을 활용하는 조직적인 연결망을 구성하고 협업의 방법을 개발할 필요가 있다. 셋째, 예술통합교육은 단지 교과목 편성이나 배치의 문제로 축소이해해서는 안 된다. 이는 co-teaching과 co-learning이라는, 사람 간 통합을 전제로 하는 새로운 교수학습방법으로 이해되고 실천되어질 필요가 있다.
Abstract
This study examines the studies conducted on and practice of arts integration education in the U.S. from 1995 to 2011, and examines their implications for Korean education. The review begins with the definition of arts integration and its historical context in the U.S., including an overview of the position statements of professional arts education organizations and a summary of State Standards regarding arts integration. In the conclusion, three meaningful implications for Korean education are suggested: 1) persistent and stable investments with systematic plans at the local and state levels are needed in order to support research on and the practice of arts integration; 2) since the availability of teaching artists to schools and classrooms has contributed to arts integration in the U.S., it is necessary to build a strong partnership between classroom teachers and teaching artists; and 3) since the integration of two subjects is not an end in itself, but arts integration brings teachers and students together for co-teaching and co-learning, arts integration needs to be a means toward deeper instruction and meaningful learning, toward greater social understanding, and toward a more complex and more interesting view of the world in our classrooms.
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