예술 영재교육의 쟁점과 제도화 방안

Abstract

This study examines the development process and current status of South Korea’s gifted education system, with a particular focus on the issues and challenges of gifted arts education, which currently lack a substantial institutional foundation at the high school level. Since the enactment of the Gifted Education Promotion Act, gifted education has established a legal and institutional framework; however, it has been heavily concentrated in the fields of mathematics and science due to a functionalist view of education and national competitiveness-oriented policies grounded in the Human Capital Theory and Manpower Theory. In contrast, arts gifted education is limited to elementary and middle school gifted classes and a few gifted education centers, with no institutional support at the high school level. Although arts high schools partially fill this gap, their exam-oriented curricula restrict the development of creativity and artistic potential, and structural limitations such as subjective selection criteria, insufficient teacher expertise, and fragmented curricula remain. To address these issues and institutionalize arts gifted education, this study proposes: (1) restructuring educational institutions and curricula; (2) establishing a multidimensional evaluation system reflecting creativity and problem-solving ability; (3) developing specialized teacher training and university-linked support systems; and (4) building a stepwise articulation system through role differentiation among institutions and the establishment of arts gifted schools. Through these measures, arts gifted education can evolve into an independent system that supports students’ self-realization and fosters creative talent, contributing to a sustainable educational framework that enhances the nation’s cultural competitiveness.