박물관에서의 창의·인성교육 탐색 : 국립중앙박물관 청소년 프로그램 운영사례를 중심으로 = Promoting Creativity and Humanism through Youth Education Programs at the National Museum of Korea
저자
발행기관
학술지명
권호사항
발행연도
2014
작성언어
-자료형태
학술저널
수록면
131-146(16쪽)
제공처
소장기관
A museum is a cultural environment always open to public, and plays its roles as an academic research and educational organization. Furthermore, as a principal agent of cultural and leisure activities in the modern society, a museum spreads the value of one’s culture as a creative space to make newness from traditional culture beyond being appreciated only as a public place just for convenience. With its cultural codes, a museum is a repository where creative young talent can be educated, offered equally knowledge and build upright characters.
The Torrance Center of University of Georgia, USA is a creativity research organization established to honor the will of Dr. E. Paul Torrance, an authority in the field of creative education for the gifted, and it studies a variety of educational methods to develop & expand creative thinking under a major premise that “All people are creative”. Additionally, the center emphasizes that human has infinite creative energy and the potential creativity is enhanced when he/she learns for themselves and seeks things freely in the way they persue. It also mentions that the way to accomplish any creativity is to recognize and accept differences.
The core of the curricula revised by Ministry of Education, Science, and Technology in 2009 in Korea was the education of creativity and humanism claiming to advocate “Creative Field Work”. At the same time, extra activities being increased above regular school curricula through 5 day school system and after-school programs called for alternative educational institutions outside schools, and all the circumstances made museums and galleries as the cores of social education institutions receive attention as the places for the education of creativity & humanism.
Museum education is not only nonformal and diverse but also a museum is a place where live education is realized with real artifacts as textbooks. Furthermore, a museum, different from the standardized school curricula, provides the opportunities of autonomous and self-directed learning focused on participants. Based on the above-mentioned information, creative thinking may equal autonomy, and therefore museums and galleries can be educational sites where the promotion of creative talent with upright character, cultural sensibility and creative thinking are possible through culture. That is to say, museum has the best requirements for all those purposes.
Based on the case of Youth Program in National Museum of Korea, efforts were made in this article on how to practice the education of creativity & humanism with more effectiveness and progress by maximizing the features of museum education while observing the response of participants resulted from the process and the actual contents of each provided educational program and surveys on it.
Currently, National Museum of Korea operates a variety of programs for youth one of which is an one-day program where each school class group can participate while the other of which is run in the form of series for individual student during weekends and vacations. The current programs for youth in National Museum of Korea are intended to provide the opportunity to practically experience and learn through self-based thinking, observing and exploring, reflecting the change of educations towards creativity & humanism based instead of just one-dimensional experience or exhibition tour simply following tour guides.
In addition, the programs are organized where participants can learn mutual cooperation and communication skills among mentor instructors and group members in accordance with their own eye levels through the discussion tuning various opinions and presentation of the results after the activities.
In case of ‘Youth Museum Exploration Class’ in which each class unit (elementary, middle, and high schools) participates, 6 exhibits appearing in school textbooks were selected on the basis of the curricula in 2013, and each participant completed the program in the order of pre-learning, gallery viewing (self-observation and exploration), post-learning, and the experience through 5 senses. The comparison between each result of the surveys done before and after the program participation indicates that their preference to the exhibits only through advance knowledge and that after actual observing and exploring those through museum activities did change. It could be learned from this result that the change was occurred by interest in and curiosity about the newly learned details of history, culture and the traditional beauty of the exhibits which the participants never knew beforehand.
In the year of 2014, Museum provides the program where participants can actually draw the exhibits as well as measure them as one of the research and record methods, and majority of the participants answered it was quite beneficial and interesting while others could expand their knowledge about the field of museum professionals.
‘KKumdarak Saturday Culture School’ was an individual program in the form of series operated on the weekend in 2013 where each different theme was assigned to the students of each different school grade. Amongst them ‘Understanding of Cultural Diversity’ program for high school students is designed to compare the exhibits in Asian Hall and those of Korea, and discover the similarities and the differences between them. Those elements, then, are reflected on the theme song and the promotional materials that the participants will produce afterwards for the purpose of better understanding of the diverse cultural era of this time.
“Looking at the class schedule at first, I thought, 'Would I be able to even find the similarities and the differences by comparing the relics in Asian Hall and those of Korea?' But then, after completing the program, I was absolutely sure that I could! (..omit) Through the program, I could find the way to create various culture, share and contemplate them.”(Jinnyeong Lee, a participant. a high school student).
Most of participants produced moving images as promotional materials utilizing their smart phones through which they could make full use of their creative thinking skills and potentialities.
In this article, attempts were made to explore the education of creativity and humanism in museums with the case of youth program of in National Museum of Korea. This article is based on the description of program procedure and the survey results, and it has, of course, some limits in the sense that every change occurred and the educational effects on the participants throughout all the process could not be perfectly analyzed.
Considering museum education has a great influence both on the improvement of creative thinking skills and character formation, a variety of new attempts and constant studies are required.
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