국가수준 미술과 교육과정 재구성의 의미와 쟁점에 관한 소고*: 2022 개정 교육과정을 중심으로

초록

As the implementation of the 2022 Revised National Curriculum begins, there is a demand for the discourse on the interpretation and execution of the National Art Curriculum. Particularly, there is a challenge in integrating the general direction of the National Curriculum, while properly reflecting the uniqueness of art education. From the perspective of ‘national’ standards. this study aims to explore ways to apply the 2022 Revised Curriculum that reflect the uniqueness of art by examining suitable curriculum theories for art education. Furthermore, it discusses about the concept of artistic curriculum as an alternative theory that reflects standardization issues in art education, and investigates the direction of restructuring the Art Curriculum at the teacher’s level. The research results are two-fold: firstly, the need to restructure the Art Curriculum focusing on performance in art-making; secondly, the shift from the disciplinary structure to learners is discussed. The significance of this study can be found in that, from a systematic perspective, it presents an agenda for developing and implementing the National Curriculum that reflects the uniqueness of art. Furthermore, the result can serve as a resource to assist teachers in interpreting curriculum as they attempt to reconstruct the Art Curriculum through the interaction with students in a cyclical process.

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