Art plays a role as a resting place for people in today's rapidly changing modern society. Art also visually helps people to communicate, think, and feel, promotes nurturer of creative people, and improves the quality of life. In this way, art is closely connected to our life.
Modern society nee...
Art plays a role as a resting place for people in today's rapidly changing modern society. Art also visually helps people to communicate, think, and feel, promotes nurturer of creative people, and improves the quality of life. In this way, art is closely connected to our life.
Modern society needs creative talents to think creatively and solve problems of future society. The development of creative talents as such is related to art education that can raise creative thinking, and in this situation, the importance of art education is being emphasized. Therefore, textbooks should be carefully crafted as a key mediator of art education. Therefore, this study analyzed the content system and appearance system of 10 high school art government-recognized textbooks in accordance with the 2015 revised art curriculum. Prior to analyzing the textbooks, we analyzed the 2009 revised art curriculum and the 2015 revised art curriculum and found the differences between them, and according to the previous analysis, 10 kinds of high school art government-recognized textbooks were analyzed. Textbook analysis was divided into areas of experience, expression, and appreciation, and the composition of contents corresponding to each area was analyzed in detail.
The contents of the areas within the textbooks were mostly composed in accordance with the 2015 revised art curriculum and the details are as follows.
In the area of experience, the works of self-portrait were included to help students understand the relationship between themselves and their inner world or the external world through art, and examples of visual culture around us were being used as reference illustrations. In addition, they were helping students with their exploration in careers by introducing art related jobs.
In the area of expression, it was possible to present various thinking methods to express ideas creatively, and to combine various expressive media and materials to utilize them to express new effects. In addition, the process of production was being suggested so that the work can be complemented through reflection on the work production.
In the area of appreciation, it dealt with art history in various countries, presented interchange of art and interrelationships of statue of the Buddha, and helped students to criticize their works logically through various criticism methods and perspectives.
The detailed analysis method of textbooks is as follows.
First, the name and the number of units were analyzed to examine the diversity of subjects and activities in the relevant area.
Second, the illustrations, which is the key element of the textbooks, were analyzed. The analysis of whether or not the illustrations were recorded according to the theme of each area was conducted and analysis according to the author, time, and country was conducted.
Third, the appearance system of textbooks that can stimulate the viewers' vision was analyzed. The analysis of the appearance system analyzed the book sizes, font sizes and shapes, photographs and illustrations, editing and design, and appendixes, which are the elements of the appearance system.
The results of analyzing the contents of the textbooks and the appearance system presented above are as follows.
First, by analyzing the name and the number of units, it was found that most of the textbooks were structured in a systematic manner based on the contents presented in the 2015 revised curriculum. However, when the number of units and contents of each area was quantitatively compared, it was found that expression area occupied a relatively large proportion.
Second, by analyzing the textbooks on the basis of the author, time, and country, most of the textbooks were found to be using a lot of works of foreign authors or western works. It can be seen that this requires a balanced configuration of illustrations since it is distributed one-sided. In addition, considering the ongoing globalization, it is essential to display the illustrations of the contents of various cultures.
Third, through the analysis of the appearance structure of the textbooks, it can be seen that the textbooks of various designs are produced more than in the past. The appearance system has been liberalized from the 2009 revised textbooks, so many textbooks with creative and diverse designs have been produced to give visual pleasure. However, since the textbook production was liberalized, they should also consider the users, who are just students, in terms of cost during their production.
In conclusion, the contents and the appearance system of the high school art textbooks according to the revised art curriculum were analyzed. As new textbooks are attempted and used in the actual education field, new problems can be encountered. Therefore, in order to reflect the demands of changing society, textbooks to be revised should continue to research regarding textbooks to improve ongoing research on school education and students' motivation to learn.
Art plays a role as a resting place for people in today's rapidly changing modern society. Art also visually helps people to communicate, think, and feel, promotes nurturer of creative people, and improves the quality of life. In this way, art is closely connected to our life.
Modern society needs creative talents to think creatively and solve problems of future society. The development of creative talents as such is related to art education that can raise creative thinking, and in this situation, the importance of art education is being emphasized. Therefore, textbooks should be carefully crafted as a key mediator of art education. Therefore, this study analyzed the content system and appearance system of 10 high school art government-recognized textbooks in accordance with the 2015 revised art curriculum. Prior to analyzing the textbooks, we analyzed the 2009 revised art curriculum and the 2015 revised art curriculum and found the differences between them, and according to the previous analysis, 10 kinds of high school art government-recognized textbooks were analyzed. Textbook analysis was divided into areas of experience, expression, and appreciation, and the composition of contents corresponding to each area was analyzed in detail.
The contents of the areas within the textbooks were mostly composed in accordance with the 2015 revised art curriculum and the details are as follows.
In the area of experience, the works of self-portrait were included to help students understand the relationship between themselves and their inner world or the external world through art, and examples of visual culture around us were being used as reference illustrations. In addition, they were helping students with their exploration in careers by introducing art related jobs.
In the area of expression, it was possible to present various thinking methods to express ideas creatively, and to combine various expressive media and materials to utilize them to express new effects. In addition, the process of production was being suggested so that the work can be complemented through reflection on the work production.
In the area of appreciation, it dealt with art history in various countries, presented interchange of art and interrelationships of statue of the Buddha, and helped students to criticize their works logically through various criticism methods and perspectives.
The detailed analysis method of textbooks is as follows.
First, the name and the number of units were analyzed to examine the diversity of subjects and activities in the relevant area.
Second, the illustrations, which is the key element of the textbooks, were analyzed. The analysis of whether or not the illustrations were recorded according to the theme of each area was conducted and analysis according to the author, time, and country was conducted.
Third, the appearance system of textbooks that can stimulate the viewers' vision was analyzed. The analysis of the appearance system analyzed the book sizes, font sizes and shapes, photographs and illustrations, editing and design, and appendixes, which are the elements of the appearance system.
The results of analyzing the contents of the textbooks and the appearance system presented above are as follows.
First, by analyzing the name and the number of units, it was found that most of the textbooks were structured in a systematic manner based on the contents presented in the 2015 revised curriculum. However, when the number of units and contents of each area was quantitatively compared, it was found that expression area occupied a relatively large proportion.
Second, by analyzing the textbooks on the basis of the author, time, and country, most of the textbooks were found to be using a lot of works of foreign authors or western works. It can be seen that this requires a balanced configuration of illustrations since it is distributed one-sided. In addition, considering the ongoing globalization, it is essential to display the illustrations of the contents of various cultures.
Third, through the analysis of the appearance structure of the textbooks, it can be seen that the textbooks of various designs are produced more than in the past. The appearance system has been liberalized from the 2009 revised textbooks, so many textbooks with creative and diverse designs have been produced to give visual pleasure. However, since the textbook production was liberalized, they should also consider the users, who are just students, in terms of cost during their production.
In conclusion, the contents and the appearance system of the high school art textbooks according to the revised art curriculum were analyzed. As new textbooks are attempted and used in the actual education field, new problems can be encountered. Therefore, in order to reflect the demands of changing society, textbooks to be revised should continue to research regarding textbooks to improve ongoing research on school education and students' motivation to learn.
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