Developing a Community-Based Art Education Curriculum
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This article explores that a community-based art education program can serve an important role in embracing the community’s needs and problems and in facilitating multicultural art education. This study is qualitative, community-based action research that relies on both Stringer’s methodological research cycles: “look”, “think”, and “act”(Stringer, 1999: 17), and my own perceptions as the primary instruments. In particular, the bilateral cooperative relationships between Korean school, Korean church, and its community in the United States demonstrate that educational programs can provide useful outlets for Korean children to participate in meaningful learning activities such as sports, art, and cultural study groups. When the students are involved in meaningful activities, they find support not only to keep them away from negative peer pressure but also to reinforce their critical thinking skills. Therefore, I believe that community- based art education programs can become a way of addressing emerging problems within the community of immigrant societies in the United States. In conclusion, this study is important because it can develop a model of the community-based process used for identifying a need in the community and responding to it through collaborative behavior. The other conclusion drawn from this study is that an interdisciplinary and blended approach to education in visual arts can be responsive to diverse students’ cultural needs. To reflect the present realities of immigrant students, a blended curriculum of general contents, theological contents, and their own national contents of learning can best achieve greater social relevance. An interdisciplinary art curriculum approach will facilitate multicultural learning not only by dealing with common issues among a variety of cultures and religions, but also by responding to the various interests and motivations of the students in order to achieve a more balanced art education.
Abstract
This article explores that a community-based art education program can serve an important role in embracing the community’s needs and problems and in facilitating multicultural art education. This study is qualitative, community-based action research that relies on both Stringer’s methodological research cycles: “look”, “think”, and “act”(Stringer, 1999: 17), and my own perceptions as the primary instruments. In particular, the bilateral cooperative relationships between Korean school, Korean church, and its community in the United States demonstrate that educational programs can provide useful outlets for Korean children to participate in meaningful learning activities such as sports, art, and cultural study groups. When the students are involved in meaningful activities, they find support not only to keep them away from negative peer pressure but also to reinforce their critical thinking skills. Therefore, I believe that community- based art education programs can become a way of addressing emerging problems within the community of immigrant societies in the United States. In conclusion, this study is important because it can develop a model of the community-based process used for identifying a need in the community and responding to it through collaborative behavior. The other conclusion drawn from this study is that an interdisciplinary and blended approach to education in visual arts can be responsive to diverse students’ cultural needs. To reflect the present realities of immigrant students, a blended curriculum of general contents, theological contents, and their own national contents of learning can best achieve greater social relevance. An interdisciplinary art curriculum approach will facilitate multicultural learning not only by dealing with common issues among a variety of cultures and religions, but also by responding to the various interests and motivations of the students in order to achieve a more balanced art education.
참고문헌 (25)
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