장애미술교육 경험에 관한 미술교사 내러티브 탐구

초록

This study intends to provide the field-based descriptions in the art teacher’s views about the curriculum of art education for the disabled focusing on adolescents with developmental disabilities who have not been addressed before. Thus, this study was conducted on 3 art teachers' experience of the art education program for adolescents with developmental disabilities. The results derived using the three-dimensional narrative inquiry space as a framework of Clandinin & Connelly are as follows; First, the class is transformed into a new curriculum as teachers teach adolescents with developmental disabilities encountering their possibilities and limitations. Teachers were practicing various forms of teaching. Second, the identity of art teachers has been changing into questioners, respondents, and supporters and formed into a dual identity integrating art education and art therapy rather than separating them. Third, in interaction with adolescents with developmental disabilities, forming relationships with them through the art, the teacher provided them with a fully respected site and found the possibility of art in "differentness" the non-disabled cannot imitate.

키워드