문화예술교육지원법 제정에 따른 학교 문화예술교육의 지원체계에 대한 연구 = (A) study on the backup system for school education for culture and art based on the legislation of cultural-art education support act

다국어 초록 (Multilingual Abstract)

It is not long ago that the Korean government included cultural-art education in its cultural policy. In times past, every schools in Korea usually have ignored the importance of cultural-art education by focusing exclusively on the competitive education for entrance examination for university. On the other hand, Museums, art galleries, welfare facilities were not interested in the social education for culture and art.
A turning point were made, when the Ministry of Education and the Ministry of Culture and Tourism in Korea jointly worked out the Comprehensive Program for the Promotion of cultural-art education in accordance with the common consent that education policy and social welfare policy should be advanced together. Accordingly, the legislation of Cultural-Art Education Support Act(CAESA) by which the government institutionally support the cultural-art education in school well as in society, was possible in the year of 2005.
In this study, through fact-finding surveys, I review how the government's backup system for CAESA works and point out how serious the problems of cultural-art education that the schools facing are. And I argue and analyse the contents and directions of the government's backup system for cultural-art education in comparison with the advanced countries' policy for cultural-art education.
In Korea, the school education for culture and art includes the curriculums of music education, art education, physical education(dance education), free activity, special activity and after-school program. The fundamental problem by which the school education of culture and art are faced is the insufficiency of educational facilities and trained teachers because of the continuous pressure on students to work for the entrance examination preparedness. As the third chapter of CAESA tells, it is noted that the central government, local governments, public institutions and private institutions should manage the backup system for the cultural-art education in schools.
What the central and local governments work for through the institutionalized backup system are as follows;
First, they should manage the backup system for dispatching the private art teachers for the cultural-art education in school.
Second, they should manage the backup system for the study and training of school teachers and dispatched art teachers in order to advance the school education's professional ability for culture and art.
Third, they should manage the backup system for the school education for culture and art in which schools are closely connected with its local communities's cultural and art programs.
In order to gain good results from the backup system for school teachers and dispatched art teachers, the development of new educational programs that meet the teachers's demand should be worked out and also the acquirement of professional knowledge and the advancement of teachers' individual abilities are needed.
A model program for cultural-art education in which schools are linked with its local communities has been carried out by the government through close cooperations with the about 60 various level of institutions around the country. Based on that experience, the local communities can develop its own cultural program by the joint efforts for educational programs matching with local distinctiveness in which schools are cooperative with local community members, public institutions and private institutions.
My survey results on the backup policies of advanced countries such as Great Britain, France, U.S.A. and Japan shows the fact that the cooperative works between school and local community for making both the trained art teachers and the cultural-art institutions usable are well organized. It is suggestive to the art teachers in Korea that the art teachers in the advanced countries enjoy their autonomy on school curriculum and their cooperative works in teaching program.
The future prospect of cultural-art education in Korea is to develope the various cyber-programs for cultural-art education through internet service. This new type of education will gain the social concern and consensus throughout the country and will promote the related institutions' knowledge and ability through the advanced technology of cybernation.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 배경 및 목적 = 1
• 2. 연구의 범위 및 방법 = 3
• 3. 문화정책과 문화예술교육 = 5
• 1) 문화정책의 시대별 특징 = 5
• 2) 문화예술교육지원법 제정의 배경 = 14
• Ⅱ. 학교의 문화예술교육 현황과 지원체계 = 14
• 1. 문화예술교육 교육과정 = 14
• 1) 정규 교과과정 = 16
• 2) 방과후 학교 = 41
• 2. 지원체계 및 개선방안 = 47
• 1) 교육환경 = 47
• 2) 전문성 = 54
• Ⅲ. 지원현황 분석 및 지원방향 = 59
• 1. 교원연수 및 강사양성 = 59
• 2. 학교-지역 연계 및 지역특성화 = 76
• 3. 낙후지역 지원 = 85
• 4. 교육 프로그램 개발 지원 = 90
• 5. 재정 지원 방안 = 100
• 6. 행정 체계 및 운영 = 111
• Ⅳ 선진국의 학교 문화예술교육 지원정책 = 121
• 1. 영국의 학교 문화예술교육정책 = 121
• 2. 프랑스의 학교 문화예술교육정책 = 128
• 3. 미국의 학교 문화예술교육정책 = 135
• 4. 일본의 학교 문화예술교육정책 = 142
• Ⅴ.결 론 = 147
• 요약 및 제언 = 147
• 참고 문헌 = 153
• Abstract = 163
• 부록 = 167
• 1. 문화예술교육지원법의 구성 및 내용 = 168
• 2. 설문지 = 183