우리나라와 프랑스 미술교육의 비교분석을 통한 개선방안 연구

Abstract

The talent that the modern 21st century is asking for is a person with knowledge and creativity. Therefore, people who can create new boundaries by looking into the future according to the flow of time, and combining and developing the various fields they are interested in. In recent times creativity is a movement to answer the question of the talent required by the modern times, and the education for it. Through this thesis, information about Korea and France’s education and culture and art policies was examined, and various examples were found. It is clear that a lot of effort was put into the development on our art education even in social and political chaotic times, but because of not being able to settle the gap between reality and theory, and the coercion of a standardized cogitation the results were always below expectance. Even though these situations have improved a lot in the present there are still similar problems, and it haven’t been rid of completely. In contrast France, the best out of all the advanced countries of culture and art, has a art education method that is strikingly different from ours. The biggest difference is that in France, art has a bigger meaning and value than just education, and it grants various effects of education such as fostering the creativity, thinking ability, emotion and etc. of the children. By understanding the value of culture and arts education, and backing the development for it France was able to achieve the national standing of an advanced culture and art country. Comparing our country’s art education with France’s the problem in the education system can be found, and the effort to break from the limit of our students being aesthetically illiterate even after 12 years of elementary and middle school art education. Therefore, by studying the information of the last three years on how France’s art education develops the students’ abilities and insight, an appropriate alternative for our country’s art education’s problems will be suggested. We hope that by preparing for the 21st century, the culture and art period, people have more interest in art education, and more researches will be conducted so that art education can fulfill it’s original purpose. Also we hope that the creative and structured education process can uprear many talents for our times, and become the driving force for developing other subjects other than art education.