초등 미술영재교육대상자 선발 방법에 대한 실태 조사

국문 초록 (Abstract)

고도의 전문화된 인재를 요구하는 세계화의 흐름에 비추어 볼 때, 미술영재교육은 단순한 교육 분야일 뿐만 아니라 문화예술계의 발전 및 개인의 발전에 지대한 효과를 끼칠 수 있는 원동력이 될 수 있다. 또래에 비해 특정 분야에서 우수한 능력을 지닌 아동을 위하여 외국에서는 오래전부터 영재교육이 활성화 되어 있고, 우리나라에서도 2002년 ‘영재교육 진흥법 시행령’을 공포함에 따라 영재교육이 각 분야에서 뿌리를 내리고 있다. 그러나 아직 역사가 다른 나라에 비해 짧으며, 수학이나 과학 등에 비해 미술 분야의 영재교육은 인식이나 지원이 미비한 실정이다. 이를 위해 미술 영재교육에 대한 활발한 연구가 필요하며, 미술영재교육을 시작하기 위한 첫 번째 단계인 미술영재교육대상자의 선발에 대한 연구도 지속적으로 이루어져야 한다. 영재가 범재로 오인되어 능력계발의 기회를 갖지 못하거나 범재가 영재로 잘못 판단되는 경우는 개인적으로나 사회적으로 안타까운 일이 아닐 수 없다.
따라서 본 연구는 초등 미술영재교육대상자의 선발에 초점을 맞추어 미술영재교육대상자 선발의 기반이 되는 미술영재 판별을 이론적으로 고찰하고, 국내 초등 미술영재교육의 현황을 파악한다. 또한 초등학생을 대상으로 미술영재교육을 운영하고 있는 기관을 연구자가 4개 기관 선정하여 선발 현황을 분석하고, 설문을 통해 국내 미술영재교육 및 4개 기관의 선발에 대한 초등 미술영재교육 교·강사들의 인식을 조사한다. 이를 토대로 본 연구에서 제시한 초등 미술영재교육 선발에 적용할 몇 가지 제안점은 다음과 같다.
첫째, 미술영재교육대상자 선발의 목적과 기준을 명확히 한다. 둘째, 관찰평가를 확대시켜 잠재적 영재성 발굴의 기회를 높인다. 셋째, 영재성 판별을 위한 전문 인력을 양성한다. 넷째, 미술 영역의 변화에 따른 유연한 접근으로 프로그램 및 선발 방법에 대한 지속적인 연구와 개발이 필요하다. 다섯째, 교육 인력 양성 및 영재성 판별 시행을 위한 국가적·행정적인 재정 지원이 필요하다.
초등 미술영재교육대상자 선발에 대한 본 연구가 국내 미술영재교육의 발전에 조금이나마 보탬이 되기를 기대해본다.

다국어 초록 (Multilingual Abstract)

Based on globalization’s flow which requires highly specialized talents, art education for the gifted is not only a part of education, but also the driving force which can be strongly effective to the development of both individuals and artistic circles. Since long before, foreign countries have been offering ‘education for the gifted’ for gifted children who have great abilities in particular fields, and the education for the gifted also has been taking root in each fields in South Korea since South Korea proclaimed ‘enforcement for a promoting law of education for the gifted’ in 2002. However, the history of education for gifted in South Korea is shorter than foreign countries’ histories, and in South Korea, the art education for gifted takes less awareness as well as supports than the field of math or science education so far. To overcome the situation, active studies for art education for the gifted are required, and the study(which is the first step for starting the art education for the gifted) for selection of gifted students should continuously be accomplished. Both a circumstance that gifted children in art are misrecognized as common abilities so the children don’t get opportunities for improvement and a circumstance that common abilities are misrecognized as gifted children are quite regrettable for individuals as well as society.
Thus, this study is focused on the selection of gifted children for the art education for gifted, and the study theoretically contemplates the distinction(which is the base of the selection of gifted children for the art education for gifted) of gifted children in art, and the study also aims to grasp the present condition of South Korean elementary education for the gifted in art. In addition, the researcher selected four institutions that currently offer art education for gifted(for elementary students) to analyze, and the researcher conducted a survey of awareness of art education for gifted in South Korea as well as the selection of the four institutions from teachers who works in the field of art education for gifted(elementary students). On the basis of it, this study’s proposals that applies to art education for gifted(for elementary students) are the below:
First, clear the purposes as well as the standards of the selection of students for art education for gifted. Second, expand the assessment of observation so enhance opportunities of discovering for potential talents. Third, train professionals of distinction of gifted children in art. Fourth, it is necessary that research and develop continuously for the required program as well as the method of selection with the flexible approach to changes of the field of art. Fifth, it is necessary that national and administrative supports of finance for enforcement of training educational professionals as well as distinction of gifted children.
It is anticipated that this study which is for the selection of art education for gifted in elementary school can help the development of art education for gifted in South Korea.

목차 (Table of Contents)

• I. 서론
• 1. 연구의 목적과 필요성·····························································1
• 2. 연구의 내용과 방법·····························································3
• 3. 연구의 제한점·································································3
• 4. 용어의 정의······································································4
• Ⅱ. 미술영재의 이해와 판별 방법
• 1. 미술영재의 개념 ·······················································6
• 가. 영재성의 정의······························································6
• 나. 미술영재의 정의 및 특성···················································· 8
• 다. 미술영재교육의 필요성······················································12
• 2. 영재성 판별의 이해와 미술영재 판별 방법·································14
• 가. 영재성 판별의 의미와 원칙··············································14
• 나. 미술영재 판별 시기····················································16
• 다. 미술영재 판별 방법·························································19
• 라. 미술영재 판별 절차························································24
• 마. 미술영재 판별의 주체·······················································26
• Ⅲ. 국내 미술영재교육기관의 현황
• 1. 국내 예술영재교육의 체계·······················································29
• 2. 국내 초등 미술영재교육의 현황···············································33
• 3. 초등 미술영재교육기관 선발의 현황···········································37
• 가. 시·도 교육청 산하-인천학생교육문화회관 예술영재교육원··········38
• 나. 대학 부설-대구교육대학교 예술영재교육원··························43
• 다. 학교장 주체-강원예술고등학교 예술영재학급····························46
• 라. 민간 주체-예술의 전당 예술영재아카데미······························48
• Ⅳ. 국내 초등 미술영재교육대상자 선발방법에 대한 실태 분석
• 1. 연구 목적··········································································52
• 2. 연구 대상 및 절차·································································52
• 3. 자료 분석············································································52
• Ⅴ. 초등 미술영재교육대상자 선발의 제안점
• 1. 선발의 목적과 기준의 명확성·············································68
• 2. 관찰평가의 확대·························································69
• 3. 영재성 판별을 위한 전문가의 육성·······································71
• 4. 미술 영역의 변화에 따른 유연한 접근··········································72
• 5. 국가적․행정적 재정 지원·························································73
• Ⅵ. 결론 ···················································································75
• 참고문헌 ·················································································77
• ABSTRACT ············································································80
• 부록 ······················································································82