청소년 문화예술활동 미술교육프로그램 분석연구

Abstract

This study aims to help adolescents voluntarily and positively participate in culture and art activities, by analyzing learning processes and programs of the youth culture and art activity, focusing on its effect factors, based on the constructivist view of education. Thus, this study selected the art education program of the youth training activity accreditation system in the culture and art area of the youth activities, and analyzed the program after planning and operating it. Results of the analysis were: first, as the learner and learners of the target analysis had no experience of having the art appreciation education before, they had fear and difficulties in appreciation and practice classes. Thus, this study tried to arouse learners’ interest by showing demonstration of teachers or using visual materials. Second, as a result of analyzing selection and use of teaching materials, they had esthetic experiences of artists and artworks through visual and musical materials. Third, in the analysis of inducing learners to participate in the activity and evaluating it, learners realized the aim of art education was not to simply draw pictures well but to express themselves. Through a fact the esthetic experience made our emotion rich and was of help to positive thought, this study prepared an opportunity to stimulate motivation of creative activity and understanding of artworks. As for the evaluation of media utilization, satisfaction of visual materials was high and satisfaction of discussion was also improved. Learners also positively evaluated experience of new art materials. They felt achievement in the process of mural painting, and recognized a fact close communication and exchange between them were of help to completing artworks. This study found out their talents could be revealed through social participation activities in the process of two areas, art and talent donation, being converged. Through this, a concern over a problem that can lead participation in art education programs through the voluntary motivation of learners should be preceded.