기본 교육과정 중학교 미술교과서의 장애유형별 활용도

Abstract

ABSTRACT

Utility of Middle School Art Textbook in Basic Education Curriculum according to Disability Categories

by Jai-Hyung Park Advisor: Seunghee Lee, Ph.D. Major in Special Education Graduate School of Education Chosun University

This study aims to conduct a research in the utility of middle school art textbooks in basic education curriculum according to different disability categories, so as to play a role of a professor or learning material when new art textbooks are produced in future. In accomplishing such an objective, the study was conducted with three research questions. First, what are the differences of the utility level of the standard middle school art textbooks’ art-experience activities per disability category? Second, what is the utility level of the standard middle school art textbooks' expressive activities per disability category? And third, what is the utility level of the standard middle school textbooks’ appreciating activities per disability category? In order to carry out the study, one school was selected per each disability category(visual, auditory, mental, physical, and autistic disabilities) among the ten special-education schools that are located in P city, and a questionnaire was given to two of each school’s art teachers. Per each disability category, the two teachers were separated into A and B, where the responses from the A group were used for data analysis for the research while those from B were used for calculating the confidence level. Since there were no special schools for emotional disability in P city, a special school for mental retardation was selected to send out the questionnaire for autism. The research result can be summarized as follows. First, the utility level of standard middle-school art textbook’s art experiencing activity ranked the highest in hearing disability(M=2.54), followed by autistic disability(M=2.23), physical disability(M=2.09), and mental retardation(M=2.06). Since all the results were above average utility(M=2.06), the utility level can be seen as high. However, the utility level for the category of visual impairment (M=1.49) is observed to be extremely low. Therefore, it is necessary to produce textbooks that are appropriate for use from the visual disability category. Secondly, the utility level of standard middle-school art textbooks’ expressive activities showed that each disability category turned out greater than or near the average utility level. Such a result shows that art textbooks are useful for all disability categories. Thirdly, the utility level of standard middle-school art textbooks’ appreciating activity showed a relatively low figure for all disability categories. Although there are reasons such as factors involving education environment, understanding of the textbook’s different sections and the characteristics of the disability types, there is a profound need for study of the textbook content for raising the utility level in the appreciative field. Looking at the results of the utility level of the standard middle-school art textbook per disability category, hearing disability(M=2.37) was the highest, followed in order by physical disability(M=2.12), mental disability(M=2.03), and autistic disability(M=2.02), but the utility of visual disability category exhibited a noticeably low level. In this study, visual disability showed the lowest figures in all areas of the textbook that failed to reach the average of the other disability categories, and overall, the utility of appreciative activities recorded the lowest level. In the study of Jo-Min-Young(2010) and Han-Song-Yi(2011), art teachers focus more on drawing and making as their educational content, while emphasizing less on the area of appreciation. According to a study by Kwon-Hye-Won(2012), the area of appreciating was proportionally smaller than the other areas of artistic experience activity and expressive areas, while the composition was not sufficiently inter-related, which made education in appreciation ineffective. Therefore, this study has confirmed the necessity for the development of artistic textbooks that are in congruence with previous studies as well as appropriate for visual disability category.