미술 전공자를 위한 학습윤리 교육 콘텐츠 및 모형 연구
A Study on the Content and Model of Learning Ethics Education for Art Major
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초록
본 연구의 목적은 미술 전공자에게 적합한 학습윤리 교육 방법을 도출하는 것이다. 먼저 학습윤리 및 교육 모형 관련 선행연구를 중심으로 미술 전공 수업에 적용 가능한 학습윤리 교육 콘텐츠와 학습모형을 설계하였다. 개발된 미술 분야의 학습윤리 교육 콘텐츠와 학습모형에 대한 개선안을 도출하기 위하여 대학에서 다년간 강의 경력이 있는 미술 전공의 교수자 6명을 대상으로 반구조화된 질문지를 이용한 포커스 그룹 인터뷰를 실시하고, 그 과정에서 세부 전공별 특수성을 반영하기 위한 방안으로 교육과정에 대한 여정지도 작성과 함께 서술관찰을 병행하여 개발된 교육 콘텐츠의 내용과 학습모형에 대한 개선안을 파악하였다. 포커스 그룹 인터뷰를 통한 면담 내용은 연구대상자들로부터 사전 동의를 얻어 모두 녹음한 다음 전사하여 분석에 활용하였고, 전사된 내용에 대한 분석은 브라운과 클라크(2006)의 주제분석과 레저맨(1990)의 내용분석 방법을 통해 이루어졌다. 이후 도출된 문제점과 보완점을 반영하여 학습모형을 보완하고, 수정 모형에 대한 전문가 대상의 타당도 검증을 시행하였다. 분석 결과를 정리하면 다음과 같다. 1) 고등교육 기관의 미술 전공자를 대상으로 특화된 학습윤리 교육 콘텐츠의 개발이 시급하다. 2) 미술 분야의 학습 부정행위와 관련하여 일반전공과 다른 특수성을 반영하여 자유도를 부여해야 한다. 3) 포커스 그룹 인터뷰 결과 교수자들은 표절, 저작권, 전유 등 현대미술의 특성을 반영한 학습윤리 교육의 필요성에 대해서는 공감하고 있었으나 교육 방향성에 대해서는 세심한 주의가 필요하다는 견해를 보였다. 4) 인공지능의 활용 문제는 일반 전공과 동일하게 미술창작의 영역에서도 심각한 문제로 인지되고 있었다.
Abstract
The purpose of this research is to derive a learning ethics education method suitable for art majors. First, learning ethics education contents and learning models applicable to art major classes were designed, focusing on previous studies related to learning ethics and educational models. FGI using semi-structured questionnaires was conducted on six art professors with multiple years of teaching experience at universities in order to derive improvement plans for learning ethics education contents and learning models in the developed art field. In the process, as a way to reflect the specificity of each major in detail, the contents of the developed educational content and the improvement plan for the learning model were identified by writing the degree of Journey map and narrative observation. The contents of the interview through FGI were recorded with prior consent from the study subjects, and then transcribed and used for analysis. The analysis of the transcribed content was made through the thematic analysis of Brown and Clark(2006) and the content analysis method of Lederman(1990). The learning model was supplemented by reflecting the problems and complementary points derived thereafter, and the validity of the revised model was verified by experts. The analysis results are summarized as follows. 1) It is urgent to develop specialized learning ethics education contents for art majors in higher education institutions. 2) Autonomy should be given by reflecting the specificity different from that of general majors in relation to learning irregularities in the art field. 3) As a result of FGI, instructors agreed on the need for learning ethics education that reflected the characteristics of contemporary art, such as plagiarism, copyright, and appropriation, but expressed the view that careful attention was needed to the direction of education. 4) The problem of using artificial intelligence was recognized as a serious problem in the field of art creation as well as in general majors.
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