한국 문화예술교육과 연극교육의 발전방향 연구

서지정보

ㆍ발행기관 : 한국문화예술교육학회 ㆍ수록지정보 : 모드니 예술
ㆍ저자명 : 홍세라

목차

Ⅰ. 서 론
Ⅱ. 문화예술교육과 연극교육의 개념과 중요성
Ⅲ. 한국 문화예술교육과 연극교육의 문제점
Ⅳ. 한국 문화예술교육과 연극교육의 발전방향
Ⅴ. 결 론

한국어 초록

본 연구는 이러한 배경을 바탕으로 현재 한국사회의 중심적 화두인 문화예술교육의 양상과
그 지원 정책의 집행 시스템과 공정을 검토한다. 특히 연극교육에 중점을 두어 그 개념과 중요
성 그리고 문화예술교육과 연극교육에 대한 문제점들과 관련하여, 우리나라 문화예술교육과 연
극교육이 나아가야할 발전방향을 문화예술교육과 연극교육의 주체 다원화, 문화예술교육과 연극
교육의 시행 체계화, 문화예술교육과 연극교육의 형식 자율화, 문화예술교육과 연극교육의 안정
적 지원 제도화라고 제안하는데 목적을 두고 있다.

영어 초록

Turning into the new century, cultural-arts has become one of the key factors that influence the
development of society. As such, this has heightened interest in the need to further develop cultural-arts
education for future generations. Furthermore, there have been calls for State-level involvement leading to
political support for cultural-arts. Recently, within cultural-arts, interest in theatre education has grown so much that theatre is now being pursued as an independent and substantive subject. Thus, it is evident
that it is necessary to analyze the direction that theatre and cultural-arts education should take through
discussions such as these.
Therefore, this paper aims to examine the current Korean cultural-arts education regime, focusing on
how the present system and its policy impact on theatre education and on what direction it should take.
In order to achieve this, there will be an analysis of the current status of cultural-arts education, and of
theatre education and its future direction.
Firstly, the concepts, significance and policies of cultural-arts and theatre education are introduced.
Cultural-arts education played a pivotal role in determining one’s identity, improving the quality of life,
developing creativity and the advancement of national competitiveness. Such social framework was
influenced by theatre education itself in the form of the development of independent thinking,
establishment of social self-consciousness, emotional stability, experiencing fun art, imagination growth and
working cooperatively. Also, the government’s political efforts have resulted in the realization of the value
of cultural-arts in public education, expansion of opportunities to participate for people of all social levels,
training cultural-arts professionals, giving support to field activities and becoming sympathetic to the
cultural-arts environment.
Subsequently, in order to review what effect cultural-arts policy has on theatre education, the
circumstances in which such policy was applied to theatre education was examined. From this, it was seen
that issues arose when the cultural-arts education policy was applied to theatre education including school
theatre education, social theatre education and theatre education for training professional artists. A problem
was that theatre education was not seen to be of special importance because the bodies that could provide
students with such education were limited. Furthermore, since implementation of the cultural-arts education
policy was not specialized, the development of and research into proper programs were not effectively
carried out. Such problems have restrained the carefree nature of this study, which is an essential
characteristic of cultural-arts and theatre education. Based on the above review and results, it is suggested
that in order to further develop cultural-arts education, the direction that needs to be taken is for the
bodies that provide cultural-arts and theatre education to be diversified, the systematic implementation of
such education to be specialized, the framework for such education to be modified, and there to be stable
institutionalized support for it.

참고 자료

없음