한국의 문화예술교육 정책 변천에 관한 연구 : 정책범주 및 계열성을 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this study is to consider how the Korean Arts and Culture Education Policy Contents have transitioned since it was first introduced during the Kim Dae-Jung Administration until the Lee Myung-Bak Administration and then suggests the development direction of the Korean Arts and Culture Education Policy Contents going forward.

For this analysis, the study is based on the sequence, which has been used to analyze the construction of curriculum, course and contents of study, and the quality of education. Like this, Arts and Culture Education Policy Contents have been developed and also have sequence, which stresses different elements and emphasizes the development of Arts and Culture Education Policy for each government. Therefore, this thesis analyzes the sequence by examining the Shifts of Arts and Culture Education Policy Contents from the Kim Dae-Jung Administration to the Lee Myung-Bak Administration. This study consists of five analysis categories for Arts and Culture Education Policy Contents concept by shifts in Korea`s Arts and Culture Policies: Culture Welfare, Arts and Culture Education Development of Human Resources and Training, Artist-in-School Program, the Arts and Culture Education of School, the Arts and Culture Education of Society. More particularly, Arts and Culture Education Business and Policy Contents will be mainly studied. Therefore, this study will be analyzed by the government policy contents of the books published by the Ministry of Culture, Sports and Tourism (MCST), Korea Arts and Culture Education Service, Korea Culture and Tourism Institute, particularly the Culture Policy white paper from 2001 to 2009, and 2006 Arts and Culture Education Policy white paper.

This analytic framework is based on sequence analysis of five categories in Arts and Culture Education Policy Contents. First, this study will deal with two forms (contents of Arts and Culture Education Policy and development degree of Arts and Culture Education Policy) that present sequence analysis method of each Administration’s Arts and Culture Education Policy Contents. The criteria of the analysis of the sequence are repetition, difference, emphasis, development, and expansion.

In conclusion, this thesis deals with the policy contents from Kim Dae-Jung Administration to Lee Myung-Bak Administration and analyzes the sequence of each administration. This thesis proves that the five categories of Arts and Culture Education Policy Contents have developed and expanded from the Kim Dae-Jung Administration to the Roh Moo-Hyun Administration as well as from the Roh Moo-Hyun Administration to the Lee Myung-Bak Administration. In addition, based on the results of the sequence analysis of the Arts and Culture Policy Contents in Korea, this thesis proposes that the Arts and Culture Policy Contents in Korea will improve in each category in the future. Finally, this thesis suggests the development direction for Arts and Culture Education Policy Contents in Korea: First, the government agencies have to be cooperative to work with. Second, the government has to accommodate needs and support the people. Third, Arts and Culture Education Policy has to develop among mutual cooperation of government agencies. Fourth, teacher and children, who are with the support of Arts and Culture Education Policy Contents, have to be backed up more actively by the government.

목차 (Table of Contents)

• 제1장 서 론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 선행연구 6
• 1.3. 연구의 방법 및 범위 11
• 제2장 문화예술교육에 관한 정책적 배경 15
• 2.1. 문화예술교육의 개념 15
• 2.2. 한국의 문화예술교육 현황 26
• 2.2.1. 문화예술교육 지원법 수립 배경 26
• 2.2.2. 문화예술교육 정책 형성의 배경 28
• 2.2.3 문화예술교육 정책 방향의 변화 35
• 제3장 문화예술교육의 정책범주와 계열성 39
• 3.1. 정책범주와 계열성 39
• 3.1.1. 정책범주 39
• 3.1.2. 계열성 41
• 3.2. 정책범주화와 계열성 분석 43
• 3.2.1. 정책범주화의 과정: 문화예술교육 정책 자료집 분석 44
• 3.2.2. 계열성 분석틀 51
• 제4장 문화예술교육 정책 변동 분석 58
• 4.1. 문화복지 67
• 4.1.1. 문화복지의 정책범주 67
• 4.1.2. 문화복지의 계열성 분석 79
• 4.2. 문화예술교육 인력양성 81
• 4.2.1. 문화예술교육 인력양성의 정책범주 81
• 4.2.2. 문화예술교육 인력양성의 계열성 분석 92
• 4.3. 예술강사 지원사업 94
• 4.3.1. 예술강사 지원사업의 정책범주 95
• 4.3.1.1. 학교 예술강사 지원사업의 정책범주 97
• 4.3.1.2. 사회복지시설 예술강사 지원사업의 정책범주 100
• 4.3.2. 예술강사 지원사업의 계열성 분석 108
• 4.4. 학교문화예술교육 110
• 4.4.1. 학교문화예술교육의 정책범주 110
• 4.4.2. 학교문화예술교육의 계열성 분석 125
• 4.5. 사회문화예술교육 127
• 4.5.1. 사회문화예술교육의 정책범주 127
• 4.5.2. 사회문화예술교육의 계열성 분석 140
• 제5장 문화예술교육 정책 발전을 위한 제언 142
• 5.1. 문화복지 분야 143
• 5.2. 문화예술교육 인력양성 분야 145
• 5.3. 예술강사 지원사업 분야 147
• 5.4. 학교문화예술교육 분야 149
• 5.5. 사회문화예술교육 분야 151
• 5.6. 소 결 153
• 제6장 결 론 156
• 참고문헌 161
• ABSTRACT 171