문화콘텐츠의 민중의식과 변혁적 가치로의 실천방향

김진형 글로벌 문화콘텐츠학회 2017 글로벌문화콘텐츠 Vol.0 No.31

In traditional society, there are three major fruits of the culture in which people's consciousness is manifested: fruits based on people's literature, fruits based on people's cultural contents, and fruits based on people's revolution. As people's cultural contents in traditional society worked to increase the deficiency of actions based on people's consciousness when people's consciousness stayed in people's literature, the fruits based on people's cultural contents regulated people's actions based on people's consciousness between the fruits based on people's literature and those based on people's revolution. It also reduced the excessive actions based on people's consciousness during people's revolution. Like traditional society, the culture in which people's consciousness is manifested or is in the process of coming to fruition in modern society has come to fruition in three major aspects. There are, however, differences in terms of mutual relations among the three fruits between modern and traditional society. It is no exaggeration to say that the fruits based on people's literature immediately led to the fruits based on people's revolution during Rhee Syngman's dictatorial regime. During Park Chung-hee's dictatorial regime, however, there were no fruits based on people's revolution. However, the fruits based on people's literature laid a foundation for the fruits based on people's cultural contents. During Chun Doo-hwan's dictatorial regime, the independent actions of college students led to the fruits based on people's cultural contents between those based on people's literature and those based on people's revolution. Here, the functions of fruits based on people's cultural contents worked to serve as a cultural movement for fruition based on people's revolution beyond those of fruits based on people's cultural contents in traditional society. The Gwanghwamun Candlelight Culture Festival, which demanded Park Geun-hye's resignation, went beyond the patterns of mutual relations found in the three types of people's consciousness discussed so far since it solved massive social conflicts with the power of cultural contents by performing people's cultural contents faithfully while bearing fruits based on people's literature and people's cultural content freely. Therefore, the present study proposes two basic directions to realize people's consciousness in cultural contents as transformative values: one is orientation toward cultural contents to keep human dignity alive rather than cultural contents to kill human dignity; the other is to push forward a cultural contents revolution to reorganize the three core bases of cultural contents, which are legal, management, and business based. When they are realized, the Ministry of Culture will certainly be able to implement a cultural contents policy based on its original duty of creating culture. 전통사회에서 민중의식이 발현된 문화가 맺은 결실은 크게 ‘민중문학적 결실’, ‘민중문화콘텐츠적 결실’, ‘민중혁명적 결실’ 등 세 가지였다. 여기서 민중문화콘텐츠적 결실은 민중문학적 결실과 민중혁명적 결실 사이에서 민중의 ‘민중의식적 행동성’을 조절하는 기능을 했다고 볼 수 있다. 왜냐하면 전통사회의 민중문화콘텐츠는 민중의 민중의식이 민중문학에 머물렀을 때 나타나는 민중의식적 행동성의 결핍을 상승시키고, 한편 민중혁명에 나타나는 민중의식적 행동성의 과잉을 하강시키는 기능도 했기 때문이다. 현대사회에서 민중의식이 발현된 문화는 전통사회처럼 세 결실을 맺었거나 맺고 있는 중이다. 그러나 세 결실의 상호관계를 보면, 전통사회와는 전혀 다른 양상이다. 먼저, 이승만 독재정권 때는 민중문학적 결실을 통해 바로 민중혁명적 결실을 맺었다 해도 과언이 아니다. 이와 달리, 박정희 독재정권 때는 민중혁명적 결실을 맺지는 못했지만, 민중문학적 결실을 바탕으로 민중문화콘텐츠적 결실을 맺기 위한 기초를 다지는 작업을 했다고 볼 수 있다. 그에 비해, 전두환 독재정권 때는 민중문학적 결실과 민중혁명적 결실 사이에 대학생들의 주체적인 행동으로 민중문화콘텐츠적 결실을 맺었는데, 여기서 민중문화콘텐츠적 결실의 기능은 전통사회의 민중문화콘텐츠적 결실의 기능을 넘어서는 ‘민중혁명적 결실맺음을 향한 문화운동’의 기능을 했던 것이다. 박근혜 퇴진 광화문 촛불문화제는 지금까지 논의한 민중의식의 세 결실의 상호관계 양상을 넘어선 것이다. 왜냐하면 민중문학적 결실과 민중문화콘텐츠적 결실을 자유롭게 맺어가는 가운데 민중문화콘텐츠의 충실한 연행을 통해, ‘문화콘텐츠의 힘’으로 거대한 사회갈등을 해결하는 기능을 했기 때문이다. 최종적으로 문화콘텐츠에 나타난 민중의식을 변혁적 가치로 실천하기 위한 두 가지 기본방향을 제시하였다. 첫째로 인간의 존엄성을 ‘죽이는 문화콘텐츠’가 아닌, 그것을 ‘살리는 문화콘텐츠’를 지향하는 것이다. 둘째로 문화콘텐츠의 3대 핵심기반 즉, 법률기반, 관리기반, 사업기반을 재편하는 ‘문화콘텐츠혁명’을 추진하는 것이다. 그렇게 되면, 문화창달이라는 문화부 본연의 임무로 문화콘텐츠정책이 운영될 수 있을 것이 자명하다.

정치적 표현의 자유와 표현내용에 근거한 제한 -내용 중립적 제한과 내용에 근거한 제한을 중심으로-

조재현 ( Jae Hyun Cho ) 연세대학교 법학연구원 2009 法學硏究 Vol.19 No.4

This Note divides these types of regulations in three categories. Content-neutral restrictions, Content-based restrictions, Viewpoint-based restriction. Content-neutral restrictions limit expression without regard to the content or communicative impact of the message conveyed. Content-based restrictions limit communication because of the message it conveys. Viewpoint-based restriction limit speech based upon the specific idea or opinion that is being expressed. Viewpoint-based restriction are a subcategory of content-based restrictions. Content-neutral restriction should require intermediate scrutiny or rational basis standard(deferential review), on the other hand content-based restriction and viewpoint-based restriction on speech receive heightened scrutiny because such restriction pose a danger censoring idea and opinions. Content-based restriction and viewpoint-based restriction would survive strict scrutiny only if it were narrowly tailored to serve a compelling state interest. Political speech is interactive communication concerning political change. Thus, any expression involving public affairs or the qualification of candidates is deemed core political speech and worthy of heightened judicial protection. Restriction of political speech on UCC(User-Created Contents) could be a viewpoint-based restriction, thus it should be heightened scrutiny, because viewpoint-based restrictions are the worst the kind of government restriction on speech.

미국헌법상 표현의 내용에 근거한 규제법리와 적용

최희경 梨花女子大學校 法學硏究所 2013 法學論集 Vol.17 No.4

미 연방 수정헌법 제1조는 “합중국의회는... 언론 및 출판의 자유를... 제한하는 어떠한 법률도 제정할 수 없다”고 규정함으로써 표현의 자유를 광범위하게 보장하고 있다. 물론 헌법문언 그대로 표현을 규제하는 일체의 법률제정이 절대적으로 금지되는 것은 아니지만 표현의 자유를 제한하는데 있어 합헌성을 인정받기는 쉽지 않다. 특히 표현의 내용에 근거한 규제의 경우 내용중립적인 규제와 구별되어 보다 엄격한심사기준이 적용되고 있다. 일부 학자들은 표현의 내용에 근거한 규제와 내용 중립적 규제를 구별하는 것은 이론상 문제가 있으며 적용상으로도 어려움이 있다고 한다. 또한 연방대법원이 이러한 법리를 적용함에 있어서 원칙을 지키기 않고 일관성을 가지지 못하고 있다고 비판하고 있다. 하지만 표현의 특정한 내용을 이유로 규제하는 것은 내용중립적인 규제보다 표현의 자유에 대한 중대한 침해이며, 규제의 합헌성 여부를 판단함에 있어서 엄격심사기준이 적용되어야 한다는 것은 중요한 의미를 가진다. 하지만 실제 연방대법원이 모든 표현행위 관련사건에서 이러한 법리를 일관성을 가지고 적절하게 적용하지 않는다면 동 법리의 의미는 상당부분 훼손될 수 밖에 없다. 특히 연방대법원이 Renton v. Playtime Theaters, Inc. 판결에서 표현 내용에 근거한 규제에 대해서 목적의 정당성을 이유로 내용 중립적이라고 판단한 것은 내용에 근거한 규제 법리를 약화시키고 정부에게 표현의 자유를 손쉽게 규제하도록 허용함으로써 문제가 있다. 또한 연방대법원은 정부가 견해중립적인 한에서 내용에 근거한 선택을 할 수 있다고 봄으로써 정부의 내용에 근거한 규제를 허용하고 있는 것도 비판되어질 수 있다. The First Amendment to the United States Constitution secures the freedom of expression extensively by prohibiting “the making of any law … abridging the freedom of speech, infringing on the freedom of the press.” Though it is not absolutely prohibited to enact any regulative laws on the expression, it is hard to be recognized of its legitimacy in the restriction of freedom of expression. In particular, the content-based regulation of expression are subject to a higher degree of judicial scrutiny than to the content-neutral regulation. As for content-based regulation, it does not acknowledge the possibility of distortion of public dispute for or against a specific idea and discriminated treatment on expression. This study aimed to review the validity of the legal principal of the content-based/ content-neutral distinction in securing freedom of expression. For this purpose, this study examined the standards of distinction and the level of applicable judicial scrutiny for content-based regulation and content-neutral regulation, and the validity of the distinction of content-based regulation from content-neutral regulation. Some scholars argue that content-based regulation and content-neutral regulation could not easily be discerned and nor was it plausible to apply. And, there are also criticisms that the U. S. Supreme Court failed to keep coherence in the application of such principle of law. Accordingly, this study not only reviewed the validity of the discrimination according to the principle of law and but also reviewed practical problems in the application of such principle of law in the actual expression related cases. In particular, the fact that the U. S. Supreme Court ruled content-based regulation in the Rent Case as content-neutral because of the justification of the purpose is controversial as it allows the government to regulate freedom of expression so easily. Furthermore, it is also problematic as it weakens and obscures the discrimination between content-based regulation and content-neutral regulation.

중국 대학 한국어 전공 학습자를 위한 내용 중심 기반 한국사 교육 방안 연구

장레이 ( Zhang Lei ) 이중언어학회 2020 이중언어학 Vol.80 No.-

In the curricula of Korean language departments at Chinese universities, major courses can be divided into those focusing on the learning of Korean and content courses such as Korean history, Korean politics and economy, and Korean culture, among others. Because learners who study Korean in China do not have a matching linguistic environment, opportunities to learn Korean outside of class are very rare. In order to provide learners with more time to be exposed to the Korean language, it is necessary to create opportunities for learning Korean not only in language classes but also in content courses. Moreover, findings ways to learn Korean in content courses, such as Korean history, will help to change the ongoing system, which establishes a dichotomy between language courses and content courses, thus expanding the scope of Korean language education at Chinese universities and establishing a systematic curriculum that combines language and content. In addition, Content-Based Korean history course can develop learners’ language skills while also playing an important role in improving their academic proficiency. Therefore, this study aims to find efficient ways to teach Korean history via Content-Based Instruction for Chinese learners who majoring in the Korean language at Chinese universities. For this purpose, this paper introduces the characteristics of Korean history research and education in China and then examines the current status of Korean history education as taught by Korean departments of Chinese universities. The study then defines and provides a brief overview of the different types of Content-Based Instruction. Next, the educational objectives of Korean history course are presented, dividing them into content-based objectives and language educational objectives, and five principles for selecting educational content are proposed. Finally, based on the Into, Through and Beyond models, the steps of classroom teaching are presented, with the “March 1st Movement” presented as an example of providing specific educational practice. Analyzing the content courses of Korean language departments at Chinese universities, which have not much received attention thus far, can be seen as an attempt to expand and extend Korean language education. In particular, it is meaningful to focus on Korean history course and to seek specific education plans that combine language and content learning. (Seoul National University)

언어모델을 활용한 콘텐츠 메타 데이터 기반 유사 콘텐츠 추천 모델

김동환 한국지능정보시스템학회 2023 지능정보연구 Vol.29 No.1

With the increase in the spread of smart devices and the impact of COVID-19, the consumption of media contents through smart devices has significantly increased. Along with this trend, the amount of media contents viewed through OTT platforms is increasing, that makes contents recommendations on these platforms more important. Previous contents-based recommendation researches have mostly utilized metadata that describes the characteristics of the contents, with a shortage of researches that utilize the contents’ own descriptive metadata. In this paper, various text data including titles and synopses that describe the contents were used to recommend similar contents. KLUE-RoBERTa-large, a Korean language model with excellent performance, was used to train the model on the text data. A dataset of over 20,000 contents metadata including titles, synopses, composite genres, directors, actors, and hash tags information was used as training data. To enter the various text features into the language model, the features were concatenated using special tokens that indicate each feature. The test set was designed to promote the relative and objective nature of the model’s similarity classification ability by using the three contents comparison method and applying multiple inspections to label the test set. Genres classification and hash tag classification prediction tasks were used to fine-tune the embeddings for the contents meta text data. As a result, the hash tag classification model showed an accuracy of over 90% based on the similarity test set, which was more than 9% better than the baseline language model. Through hash tag classification training, it was found that the language model’s ability to classify similar contents was improved, which demonstrated the value of using a language model for the contents-based filtering. 스마트 기기의 보급률 증가와 더불어 코로나의 영향으로 스마트 기기를 통한 미디어 콘텐츠의 소비가 크게 늘어나고 있다. 이러한 추세와 더불어 OTT 플랫폼을 통한 미디어 콘텐츠의 시청과 콘텐츠의 양이 늘어나고 있어서 해당 플랫폼에 서의 콘텐츠 추천이 중요해지고 있다. 콘텐츠 기반 추천 관련 기존 연구들은 콘텐츠의 특징을 가리키는 메타 데이터를 활용하는 경우가 대부분이었고 콘텐츠 자체의 내용적인 메타 데이터를 활용하는 경우는 부족한 상황이다. 이에 따라 본 논문은 콘텐츠의 내용적인 부분을 설명하는 제목과 시놉시스를 포함한 다양한 텍스트 데이터를 바탕으로 유사한 콘텐츠를 추천하고자 하였다. 텍스트 데이터를 학습하기 위한 모델은 한국어 언어모델 중에 성능이 우수한 KLUE-RoBERTa-large 를 활용하였다. 학습 데이터는 콘텐츠 제목, 시놉시스, 복합 장르, 감독, 배우, 해시 태그 정보를 포함하는 2만여건의 콘텐츠 메타 데이터를 사용하였으며 정형 데이터로 구분되어 있는 여러 텍스트 피처를 입력하기 위해 해당 피처를 가리키는 스페셜 토큰으로 텍스트 피처들을 이어붙여서 언어모델에 입력하였다. 콘텐츠들 간에 3자 비교를 하는 방식과 테스트셋 레이블링에 다중 검수를 적용하여 모델의 유사도 분류 능력을 점검하는 테스트셋의 상대성과 객관성을 도모하였다. 콘텐츠 메타 텍스트 데이터에 대한 임베딩을 파인튜닝 학습하기 위해 장르 분류와 해시태그 분류 예측 태스크로 실험하였다. 결과적으로 해시태그 분류 모델이 유사도 테스트셋 기준으로 90%이상의 정확도를 보였고 기본 언어모델 대비 9% 이상 향상되었다. 해시태그 분류 학습을 통해 언어모델의 유사 콘텐츠 분류 능력이 향상됨을 알 수 있었고 콘텐츠 기반 필터링을 위한 언어모델의 활용 가치를 보여주었다.

영어·미술 통합수업을 통한 내용중심 초등영어교육 프로그램의 효과성 연구

강후동(Kang, Hoo-Dong),강혜영(Kang, Hye-Young) 한국초등영어교육학회 2009 초등영어교육 Vol.15 No.1

Since content-based immersion programs were first established in Korea in 1995, content-based and immersion models can now be found across the whole country. However, the effects of content-based models are still controversial. This study examines the effects of content-based programs which integrate art with English in a primary school for a duration of 8 months, and compares them with those of a normal program over the same period. The pre-and post- English proficiency tests and written art tests were conducted on 120 students in 4 different classes: 2 classes formed experimental groups and 2 formed the comparative groups. The study found that the content-based program was indeed beneficial to Korean EFL learners on all the skills, I.e. listening, speaking, reading, and writing. Specially, the content-based program was beneficial to both low level students and high level students in writing. The content-based program was also more effective in attaining achievement in art in the experimental groups than the comparative groups. In addition, the survey result conducted on the experimental group showed that the effects of the content-based program positively influenced students' comprehension of the content of their English class. Pedagogical implications and directions for future research are also discussed.

스토리 기반의 정보 검색 연구

유은순(Eun-Soon You),박승보(Seung-Bo Park) 한국지능정보시스템학회 2013 지능정보연구 Vol.19 No.4

Video information retrieval has become a very important issue because of the explosive increase in video data from Web content development. Meanwhile, content-based video analysis using visual features has been the main source for video information retrieval and browsing. Content in video can be represented with content-based analysis techniques, which can extract various features from audio-visual data such as frames, shots, colors, texture, or shape. Moreover, similarity between videos can be measured through content-based analysis. However, a movie that is one of typical types of video data is organized by story as well as audio-visual data. This causes a semantic gap between significant information recognized by people and information resulting from content-based analysis, when content-based video analysis using only audio-visual data of low level is applied to information retrieval of movie. The reason for this semantic gap is that the story line for a movie is high level information, with relationships in the content that changes as the movie progresses. Information retrieval related to the story line of a movie cannot be executed by only content-based analysis techniques. A formal model is needed, which can determine relationships among movie contents, or track meaning changes, in order to accurately retrieve the story information. Recently, story-based video analysis techniques have emerged using a social network concept for story information retrieval. These approaches represent a story by using the relationships between characters in a movie, but these approaches have problems. First, they do not express dynamic changes in relationships between characters according to story development. Second, they miss profound information, such as emotions indicating the identities and psychological states of the characters. Emotion is essential to understanding a character’s motivation, conflict, and resolution. Third, they do not take account of events and background that contribute to the story. As a result, this paper reviews the importance and weaknesses of previous video analysis methods ranging from content-based approaches to story analysis based on social network. Also, we suggest necessary elements, such as character, background, and events, based on narrative structures introduced in the literature. We extract characters’ emotional words from the script of the movie Pretty Woman by using the hierarchical attribute of WordNet, which is an extensive English thesaurus. WordNet offers relationships between words (e.g., synonyms, hypernyms, hyponyms, antonyms). We present a method to visualize the emotional pattern of a character over time. Second, a character’s inner nature must be predetermined in order to model a character arc that can depict the character’s growth and development. To this end, we analyze the amount of the characters dialogue in the script and track the character’s inner nature using social network concepts, such as in-degree (incoming links) and out-degree (outgoing links). Additionally, we propose a method that can track a character’s inner nature by tracing indices such as degree, in-degree, and out-degree of the character network in a movie through its progression. Finally, the spatial background where characters meet and where events take place is an important element in the story. We take advantage of the movie script to extracting significant spatial background and suggest a scene map describing spatial arrangements and distances in the movie. Important places where main characters first meet or where they stay during long periods of time can be extracted through this scene map. In view of the aforementioned three elements (character, event, background), we extract a variety of information related to the story and evaluate the performance of the proposed method. We can track story information extracted over time and detect a change in the character’s emotion or inner nature, spatial movement,

플립러닝을 활용한 내용중심한국어 수업 모형 설계

문정현(Jung-Hyun Mun) 한국컴퓨터정보학회 2018 韓國컴퓨터情報學會論文誌 Vol.23 No.6

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content–based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content–based teaching method in Korean language education. It also suggests standards and principles of composition in Contents–based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content–based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher–centered teaching methods and lecture–teaching methods which are the dominant of present classroom environment.

표현내용규제와 표현중립적 규제의 구별과 적용

최희경 梨花女子大學校 法學硏究所 2021 法學論集 Vol.26 No.1

헌법상 중요한 기본권인 표현의 자유는 표현의 내용, 방법, 행사 등 표현의 모든 것을 보장하는 것이다. 특히 국가는 표현의 내용을 이유로 개인의 표현의 자유를 규제할 수 없으며, 어떠한 내용의 표현이든 헌법상 보호되어야 한다. 일반적으로 표현에 대한 규제는 표현내용에 대한 규제와 표현중립적 규제로 구별되며, 이에 따라 상이한 심사기준이 적용된다. 미국 연방대법원은 표현내용규제에 대하여는 엄격심사기준을, 표현중립적 규제에 대하여는 중간심사기준을 적용하고 있다. 이러한 구별과 표현의 내용에 대한 규제에 대하여 엄격한 심사기준을 적용하는 것에 대해서는 표현의 자유를 충실하게 보장한다는 긍정적 평가도 있지만, 각 규제의 구별과 이에 따른 심사기준의 적용에 있어서 일관성이 없다는 비판도 제기되고 있다. 우리나라 헌법재판소도 표현내용에 대한 규제와 표현중립적 규제를 구별하고 있으며, 이에 따라 표현에 대한 규제의 심사강도를 다르게 적용하고 있다. 본 논문에서는 헌법재판소의 표현내용규제 여부에 따른 구별과 이에 근거한 구체적 심사기준의 적용이 적절하고 일관성을 갖추고 있는지, 표현의 자유를 충실하게 보장하고 있는지를 검토한다. 먼저 헌법재판소는 표현내용에 대한 규제는 표현중립적 규제와 달리 엄격한 요건하에서만 허용된다고 한다. 헌법재판소가 표현내용에 대한 규제의 위헌성을 판단하기 위해 적용한 과잉금지원칙의 심사강도와 구체적 판단이 적절한 것인지 살펴본다. 다음으로 헌법재판소는 헌법상 금지되는 사전허가에 해당하는지를 판단함에 있어서 표현내용에 근거한 규제인지 여부를 고려하였다. 표현내용에 근거한 규제인지 여부가 사전허가금지에 해당하는지를 결정함에 있어서 가지는 실제적 의미를 검토한다. 마지막으로 표현으로서의 보호가치가 낮은 음란표현, 혐오표현 등에 대한 규제와 관련하여, 이러한 내용의 표현도 헌법상 보호대상이 되는지, 적정한 심사기준은 무엇인지에 대한 헌법재판소의 판결을 통해 적절성을 검토한다. Freedom of speech, which is one of the important basic fundamental rights in the Constitution, guarantees everything about one's speech, including the contents, method, and exercise. In particular, the state cannot restrict one's freedom of speech because of the contents of speech and any form of speech must be protected under the Constitution. Generally, regulation of speech is classified into content-based regulation and content-neutral regulation and different levels of scrutiny apply to each. The U.S. Supreme Court applies strict scrutiny when restricting the contents of speech and intermediate scrutiny to content-neutral regulation. Its positive aspect is that it ensures the freedom of speech, but criticism is that the Supreme Court’s application of the doctrine lacks consistency. The Constitutional Court of Korea separates content-based regulation from content-neutral regulation and applies different intensity of regulation based on it. Therefore, the current study discusses the Constitutional Court's distinction of regulation and whether the specific standards of review are appropriate and thoroughly guarantee the freedom of speech. First of all, the Constitutional Court restricts contents of speech under strict criteria only. Then, the study discusses the validity of intensity of excess prohibition principle and specific judgment applied by the Constitutional Court to determine whether content-based regulation violates the Constitution. Second of all, the Constitutional Court considered whether a regulation is based on contents when identifying pre-approval prohibited by the Constitution. The substantial meaning is reviewed when determining whether to prohibit pre-approval of content-based regulation. Last of all, the Constitutional Court judged the regulation's violation of Constitution for speech of lewdness, detestation, etc. with low value. The study discusses whether such form of speech shall be protected by the Constitution and the appropriate standards of review to apply when judging whether the regulation violates the Constitution.

내용중심 영어·미술 통합 학습의 초등교실 현장 적용 연구

배지영,우길주 이화여자대학교 교과교육연구소 2009 교과교육학연구 Vol.13 No.3

미술을 활용한 내용중심 통합학습은 초등학생들에게 영어 학습에 대한 흥미를 유발하여 보다 재미있고 적극 참여할 수 있게 하는 하나의 방안이 될 수 있다. 본 연구의 목적은 실험연구를 통해 초등교실 현장에서 영어와 미술의 내용중심 통합 학습의 적용 방안과 그 효과를 검증해 보고 이를토대로 내용중심 통합학습의 적용에 대해 개선할 수 있는 방안을 제시하는 것이다. 이를 위해 미술과의 내용 중 영어와의 통합이 가능한 주제를 추출하여 다양한 미술활동과 결합하여 초등학생에게 적용하여 그들의 듣기·읽기 영역과 정의적 영역에 어떠한 영향을 미치는지 연구해 보았다. 그리고 미술을 활용한 내용중심 통합학습의 특성으로 인해 수준별 집단에 미치는 영향이 다를 것이라는 예상을 토대로 연구를 진행했다. 본 연구의 결론은 다음과 같다. 1) 영어·미술 내용중심 통합학습이 초등학생의 듣기와 읽기 능력, 그리고 정의적 영역에 긍정적인 영향을 끼친다. 2) 미술 수업의 특징으로 인해 작품 활동을 하는 동안 체계적인 듣기 입력 자료의 개발과 적용이 필요하다. 3) 수준별 집단 중 하집단에 미술을 활용한 내용중심 통합학습의 효과가 더 큰 것으로 나타났으므로, 단순한 시각적 자료로 그치지 않고 다양한 문자 언어를 포함한 자료의 개발이 필요하다. 4) 과제의 특성상 가정과 연계가 가능하여 과제를 통한 지속적인 노출에 용이하다. The purpose of this study was to provide opportunities for students to communicate in English through an art class. The current English education in South Korea for fourth graders focuses largely on listening and verbal communication. In Korea, where students do not have many opportunities to practice English outside the class, more opportunities should be provided to communicate in English through content-based classes. Thus, it is essential to develop an effective curriculum to help students develop their confidence in English communication through content-based instruction. In the current study, fourth grade students in an elementary school in Busan were selected to study the effects of English communication integrated in an art class. The experimentation class combined art curriculum in their class activities. An English listening and reading test was also given to the experimentation class in order to measure the increase of the students' listening and reading abilities after the treatment. Furthermore, a survey on the interest level, confidence, self-discipline, and academic participation of the students were also conducted for the study. Positive effects on the learners' listening and reading abilities, as well as the affective factors, were expected to be found. This hypothesis was studied and observed according to high, middle, and low levels. In addition, the effects of the gender variable (boys vs. girls) was examined as well. The results are as follows. First, content-based art instruction improved the students' English listening and reading abilities. Students were able to integrate the content using previously-learned knowledge from different art-related activities, which allowed them to read and to listen naturally in an English-speaking context. Second, the study also showed positive effects of the learners' interest, confidence, self-discipline, and academic participation. Additionally, content-based art instruction led to learning through various art activities, and gave the students an enhanced interest in English. Students were stimulated to use English more positively because they had already learned the content from previous art-related activities. Third, the study was more effective with low level students. There was a meaningful improvement in the low level students' English listening, reading abilities. There were no meaningful differences in the cognitive test results for the students' gender; however, content-based art instruction was meaningful for the girls' parts. In conclusion, the current study increased the listening and reading abilities of the students and had a positive impact on the English class. Moreover, content-based art instruction was more effective with low level students because they were able to study English through various art-related activities.