다문화 가정 자녀 정서교육을 위한 미술교육 프로그램

Abstract

As international marriages increase in this global age, the number of multicultural families has been increasing, but the actual systems that can protect and foster human rights are inadequate, so serious problems have been caused by prejudice and discrimination rather than accommodative attitude. This research starts with exploring more effective methods of education in recognition of the importance of art education for multicultural families to adapt themselves to Korean society. Art helps one to develop into one’s whole personality through integration of mind and body, reason and sensibility. Art also enables one to understand life of other people, to understand the difference between myself and other people, and to accurately view life as a whole, and to realize independent awakening and smooth socialization. So art education is an important course of study for multicultural families. As multicultural families are composed of family members with different cultural backgrounds, their children have many problems in their language life, self-identity, and forming human relations, so educations to cope with such situations are urgently needed. Accordingly, this research presents the role of art and aesthetic sentiments education programs that are suitable to multicultural families’ circumstances in recognition of the importance of art. First, the problems and current conditions of multicultural families’ children were examined and the problems that multicultural families underwent were identified by grasping the concepts through interpretation. Second, the significance and value of art education for multicultural families were examined and the necessity of multicultural art education and the contents of our country’s art education were examined. Third, based on the problems of multicultural families, the roll of art to cope with such problems and the art program to remedy language problems, and to enhance forming of self-identity, and human relations were explored. In order for multicultural art education to be put in place to fit our country’s realities, more art education programs should be appropriately developed so that they can be actively adopted on the spot. To that end, teachers need conversion of perception and recognize and respect the students’ way of thinking and diversity of expression and can play the role of discussion leader in free and permissive atmosphere in free communication. Multicultural families need to understand their own culture and spirit, their life and view of value and aesthetic humanity, advantages and differences, and need to have a task to understand and develop their own country’s culture. This research was limited to the aesthetic sentiments education program for elementary school children, so it has limitations in that this program was not directly utilized in the educational field. I hope researches on the multicultural education programs with proven performance in the educational field will continue to make progress henceforth.