2011 -
2011 -
2011.10
KACES-1040-R019
Tel. (02)6209-5900Fax. (02)6209-5999e-mail. [email protected]
. .
2011 - .
2011 10
.
| i
I. 11. 3
2. 4
3. 5
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1. 23
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117
ii | 2011 -
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l iii
iv2011 -
Abstract
Competitiveness of a country is proportional to quality of cultural and artistic education.
In case of so-called developed major countries of the West, they have recognized the
importance of education and have done continuous support for culture and arts and made
much effort for their research till now. Especially since recent 1990s, they invested much
more manpower, time and budgets for culture and arts, and established their own standards
for cultural and artistic education. But relatively, in case of Korean cultural and artistic
education, there aren't even proper researches and practice of 'the educational standards' that
have to be basic guidelines for the educational enforcement, and it stays in the fundamental
stage of cultural and artistic education development.
Under the recognition of the necessity for our cultural and artistic education standards, in
this study, the researchers explain each course of the research stage for better understanding
and analysis of the status of theatrical education, and establish and present theatrical
education standards.
As contents of study, first of all, through major foreign examples of performing
developmental theatrical education on the basis of the cultural and artistic education
standards-centering on the examples of the USA and Germany-, the researchers examine
forms of their theatrical performance and try to find what they suggest for study of our
theatrical education standards. And by inspecting domestic theatrical education courses and
each grade's theater-related curriculums and educational goals and contents of other genre's
art subjects in elementary and secondary schools, the researchers have established concrete
goals of theater education. This is because of the fact that specific announcement of the
goals of theater education hasn't been made in advance and in order to solve such problems,
the researchers examined even the goals of general institutional education
first and then set proper goals of our theater education.
l v
And through suggested methods of study in the above, we arranged models for
development of theater education standards step by step. Here we used surveys for drama
instructors in the field of education in order to confirm whether "goals of theater education
(example)" and "achievement standards and behavior guidelines (example)" being prepared
by the researchers are proper for the field of education. That was helpful for us to solve
considerable burden and difficulties of establishing goals of theater education, and preparing
and suggesting their standards.
This study is initial research for 'the educational course of cultural and artistic education'
for each step. And because it is connected to providing directions for later development of
textbooks and concrete theater programs as educational contents for creative experiential
activities and after-school educational activities, the researchers expect that this study would
be helpful for making our bright future of cultural and artistic education.
I.
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http://www.berlin.de/sen/bildung/unterricht/lehrplaene/
NAEP ARTS EDUCATION FRAMEWORK PROJECT (2008). 2008 Arts Education
Assessment Framework, National Assessement Governing Board, U.S. Department
of Education
118 | 2011 -
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