‘모두를 위한’ 다문화 미술교육 프로그램 개발 연구

Abstract

In the modern society where various cultures exist due to the rapid progress of globalization, as understanding and respect of other cultures became essential, this study started from the recognition of diversity and difference with relative attitudes to solve pending problems. At present, our country is rapidly progressing multi-cultural understanding education but because the in-depth of multi-culture in a realistic viewpoint stays at early stage, it performs only a one-sided support policy and education of an assimilative standpoint. Accordingly, our multi-cultural understanding education is required to reconceptualize the education objects, scope and contents in a wider context to establish the scope of other cultures. Based on the understanding of the actual condition and necessity for the Korean multi-cultural understanding education, this study established the philosophy and direction of the multi-cultural understanding education appropriate to Korean society as ‘Education for All’ and as a method to achieve this, the inclusive educational approach was attempted. Therefore, the study called the contents of multi-cultural understanding education ‘Education for All.’ From the creativity and character education as well as ‘Education for All’ of UNESCO, it extracted components for inclusive education and as inclusive education, developed an art education program ‘for All’ and applied the developed program to the 1st grader of the middle school to prepare for educational effects and revitalization methods. First of all, this study investigated and analyzed the current situations of the art education performance ‘for All’ as the definition of inclusive education and domestic and overseas inclusive education and reconceptualized the multi-cultural understanding education and found the grounds for educational research and development ‘for All’ as inclusive education and extract the components of inclusive education and accordingly, developed and applied a program. It deducted the recognition change to recognize that art class should be progressed as inclusive education to improve the understanding of multi-culture and to be all together in the multi-cultural society. It suggested a method from utilizing an objective result analysis through the results of developed and applied programs and a subjective result analysis through the questionnaires with the changes felt by respective individual students. If lesson and research in compliance with students levels as a program ‘for All’ are made, students can have the mind to subjectively and positively recognize other cultures in the era of multi-culture where diversity exist.