디자인의 확장된 개념과 영역을 반영한 중학교 미술과 수업지도안 개발 및 적용효과

초록

In this study, a teaching plan for middle school art subject was developed by reflecting the extended concept and areas of design, and its effects were verified to make a change in art education in preparation for future society. A design thinking model that aimed at stepping up cognitive growth was constructed to encourage the active cooperation and participation of learners in problem solving in light of community spirit and communicative competency as a democratic citizen that the revised 2015 art curriculum pursued. A demonstration was implemented by teaching 75 third-year students in a middle school in Gyeonggi Province in four sessions in October, 2019. The findings of the study were as follows: First, the students understood service and experience design that were the extended categories of design, and they emphasized that art was more than aestheticity. Second, while they solved a challenging task that was presented as a problem, they became confident about coming up with ideas very dynamically when a situation to which they could relatively easily be exposed in daily life was presented during their discussions. Third, in the design classes, the students voiced their opinions much more actively when the teachers just played a minimum role by gathering and piecing together their opinions in the wrap-up stage instead of actively assisting them. Finally, the teachers in charge of art and other subjects who joined in mapping out the teaching plan discovered that different subjects could be linked with one another in an organic way, and they confirmed the possibility of art subject as a vehicle for thinking, not as a vehicle for expression. In conclusion, this thesis aims to design a teaching plan centering around problem-solving process by reflecting the extended concept and areas of design in order to nurture creative democratic citizens who could solve problems they would confront in future society, respecting the diverse perspectives of their community.

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