문화예술교육이 창의성과 문화향유에 미치는 영향 및 정책적 시사점 : 청소년 합창단을 중심으로 = The Effect of Education through Arts on Culture Enjoyment and Political Implications

다국어 초록 (Multilingual Abstract)

This research investigates in creativity and practical changes concerning culture enjoyment of youth experiencing education through arts activities via education through arts education and furthermore suggests political implications from the perspective of education through arts educational experiences.
Some researches have stated that cultural experience during adolescent period has overall impacts on cultural consumption.
Culture enjoyment gained through cultural consumption offers emotional stability and enrichment, and in order to broaden its range, a variety of education through arts educational experiences are essential.ﾠ
Therefore necessity of education through arts education is increasing.ﾠ
Definition of the term, education through arts education, has not been established yet and is still undergoing discussions, though Support for education through arts Education Act defines education through arts education as an education that includes cultural industry and cultural assets in curriculums or applies them into curriculums.
Furthermore, by stating its basic principle as 'We aim for education that will allow all to enjoy education through arts and develop creativity', it has emphasized concepts of creative learning and culture enjoyment through education through arts education.ﾠ
Hence, this research sets <Youth Choir>, an education through arts education program, as its subject of analysis and studies its effects on creativity and culture enjoyment.ﾠ
A quantitative research has been conducted with participants(choir members), and on- and off-line 1:1 surveys have been made. ﾠ
A quantitative research has been held with the choir members' parents and instructor as a group interview.ﾠ
To retain objectivity for the survey and survey results of 103 participants(choir members), observers(instructor and parents) were interviewed, which led to conclusions as follows.
First, the result of studying creative learning's 5 factors, which are inquiry skills, persistence, imagination, skills, and collaborative skills,ﾠ in the participants scored above 3 points.ﾠ
The longer the exposure, the higher points they received, showing that their imagination has enhanced.ﾠ
Also, in studying the observers, positive changes could be found as they had attitude of daily life concerning the 5 factors.ﾠ
Thus, it can be stated that the study results of the participants and observers match.
Second, the study result of the participants(choir members) on culture enjoyment, they received above 3 points for sections of positive mentality, durability, interest, and comprehension on the survey.ﾠ
A sense of friendliness on education through arts showed improvement according to questions related to changes found in daily life.ﾠ
Psychological factors of culture enjoyment were recognized as 'happiness' and 'joy'.
The study of observers also showed a rise of interest in education through arts compared to what it was before undergoing education through arts education, and the participants were willing to continue with it, demonstrating positive influence on culture enjoyment.ﾠ
In addition, consumers' willingness to pay for culture enjoyment could be observed.
Thus, it can be stated that the study results of the participants and observers match.
Meanwhile, political implications to improve how Korea's education through arts education is regarded to have limits from observers' point of view have been drawn.
First, provision for more opportunities of culture enjoyment and a policy to overcome regional differences are necessary.
Even within a same region, opportunities of culture enjoyment showed great disparity depends on locations' characteristics.
Second, enhancement of the public awareness on culture enjoyment is necessary.
The fact that culture enjoyment is not something special that only those who do it 'well' can possess but is an element of daily life that will bring happiness into life needs to be known.
Third, culture enjoyment should not be optional but essential.
As the period of adolescence is the crucial time when one's course of life and life value are decided, it is crucial to provide diverse cultural experiences apart from academics.

국문 초록 (Abstract)

본 연구는 문화예술교육을 통한 문화예술 활동을 경험하고 있는 청소년의 창의성과 문화향유에 대한 실제적 변화를 규명하고자 하며 나아가 문화예술교육의 경험을 통한 정책적 시사점을 제시하였다.
일부 연구에 따르면 청소년기의 문화경험은 문화소비 전반에 영향이 나타난다고 하였다. 문화소비를 통한 문화향유는 정서적 안정과 풍요로움을 제공하지만 그 폭을 넓히기 위해서는 청소년기부터 다양한 문화예술교육과 경험이 필요하다고 할 수 있으며 이를 위한 문화예술교육의 필요성이 대두되고 있다.
문화예술교육의 용어는 보편적인 정의가 아직 정립되지 않고 여러 논의가 이루어지고 있으나 문화예술교육지원법에서 정의한 문화예술교육은 문화산업, 문화재를 교육내용으로 하거나 교육과정에 활용하는 교육으로 정의하였다. 또한 기본 원칙을 ‘모든 국민의 문화예술 향유와 창조력 함양을 위한 교육을 지향한다.’고 정하여 문화예술교육을 통한 창의학습과 문화향유에 대해 강조한 바 있다.
이에 문화예술교육 프로그램인 <청소년 합창단>을 분석 대상으로 설정하여 창의성과 문화향유에 미치는 영향을 연구 하였다. 참가자(단원)를 대상으로 한 양적 연구는 온라인과 오프라인으로 1:1 설문조사를 진행하였으며 관찰자인 학부모와 교사를 대상으로 한 질적 연구는 그룹인터뷰를 진행하였다.
103인의 참가자(단원)의 설문조사와 설문결과에 객관성을 더하기 위한 관찰자(지도교사·학부모)와의 인터뷰 결과 다음의 결론을 얻었다.
먼저 창의학습 요소에 대한 참가자 연구 결과 탐구력, 끈기, 상상력, 숙련, 협력성 5가지 요소 모두 3점 이상의 평가를 받았으며 경력이 오래 될수록 높은 점수를 받아 창의력이 향상 된 것으로 나타났다. 그리고 관찰자 연구에서는 5가지 요소에 대한 일상생활 태도를 발견하여 긍정적 변화를 관찰할 수 있었다. 이에 참가자와 관찰자의 연구결과가 일치 한다고 볼 수 있다.
두 번 째로 문화향유에 대한 참가자(단원) 연구 결과 긍정적 심리, 지속성, 친밀도, 관심도, 이해도 항목의 설문결과 3점 이상의 점수를 받았으며 일상생활의 변화에 관련된 항목의 질문에서 문화예술에 대한 친밀감이 상승 한 것으로 나타났다. 문화향유에 대한 인식은 ‘행복함’과 ‘즐거움’ 의 심리적 요소로 나타났다. 관찰자 연구에서도 문화예술교육 수행하기 전보다 후에 문화예술에 대한 관심도가 향상되는 것으로 나타났으며 지속적인 활동의지를 나타냄으로서 문화향유에 긍정적 영향을 미친 것으로 볼 수 있다. 또한 문화향유를 위한 소비의지를 관찰 할 수 있었다. 이에 참가자와 관찰자의 연구결과가 일치 한다고 볼 수 있다.
한편, 관찰자 입장에서 바라본 국내 문화예술교육의 한계에 관한 인식개선과 정책적 시사점이 도출되었다. 첫째, 문화향유에 대한 기회확대와 지역적 차이를 극복하기 위한 정책이 필요하다. 같은 지역임에도 불구하고 위치적 특성에 따라 향유기회의 차이가 두드러지게 나타난 것을 볼 수 있었다. 둘째, 문화향유에 대한 인식 개선이 필요할 것으로 보인다. 문화향유는 ‘잘’ 하는 사람만 가질 수 있는 특별한 것이 아닌 삶에 행복한 감정을 느낄 수 있는 일상의 요소임을 알려야 할 것이다. 셋째, 선택적 문화향유가 아닌 필수적 문화향유가 되어야 한다. 청소년은 다양한 진로와 삶의 가치를 결정하는 중요한 시기인 만큼 학업에서 탈피 할 수 있는 다양한 문화적 경험을 제공 하는 것이 중요하다.

목차 (Table of Contents)

• 제 1장 서 론 ········································ 1
• 1.1 연구의 배경 ········································ 1
• 1.2 연구의 목적 및 필요성 ······················· 2
• 제 2장 이론적 배경 ································ 4
• 2.1 문화예술교육의 정의 ································ 4
• 2.2 문화예술교육의 필요성 ························ 5
• 2.3 문화예술교육 사례 ································ 7
• 2.3.1 국내사례 ································ 7
• 2.3.2 국외사례 ································ 11
• 제 3장 연구방법 ········································ 15
• 3.1 연구 설계 ········································ 15
• 3.2 연구 방법 및 대상 ································ 16
• 제 4장 연구결과 ········································ 19
• 4.1 참가자 (단원) 양적연구 ························ 20
• 4.1.1 창의학습 요소 ································ 20
• 4.1.2 문화향유 ································ 27
• 4.2 관찰자 (지도교사, 학부모) 질적연구 ········ 38
• 4.2.1 창의학습 요소 ································ 38
• 4.2.2 문화향유 ································ 42
• 4.2.3 문화예술교육의 한계 ······················ 45
• 4.3 소결론 ················································ 47
• 제 5장 결론 ········································ 49
• 참고문헌 ················································· 51
• abstract ················································· 53
• 부록 1 : 참가자(단원) 대상 설문지 ················ 58
• 부록 2 : 관찰자(지도교사·학부모) 인터뷰 ········65