2011 -

2011 -

2011.09.

KACES-1140-R004

Tel. (02)6209-5900Fax. (02)6209-5999E-mail. contact@arte.or.krwww.arte.or.kr

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Abstract

1. Purpose and Implications of Research

This research aims to develop a standard for arts and culture education in the field of crafts and defines the general purpose of crafts education within the frame of arts and culture education as the "learner's growth through the exposure to the integrating nature of crafts." The following outline the detailed objectives of this research:

First, understand life through craftsSecond, understand the correlation between the craftworks made by oneself and othersThird, enhance critical crafts literacy

The inherent concepts and content of crafts rely on the properties of materials used. Crafts are unique in that they are produced by hand and resonate the cultures of the individual regions in which they are produced. Against this backdrop, crafts education is based on limited analogue activities which exist in this highly-advanced digital-based industrial society. Hence, the meaning of crafts education can be found in that it revisits the human identity through works of crafts attained from analogue activities--the combination of mental concentration and physical labor, which is disappearing in this digital-industrial society. Moreover, crafts education enables the learners to recognize and further enhance the integrated knowledge in the field of crafts, thereby cultivating their abilities to understand and create new cultures for the future.

2. Research Methods and Content

For this study, literature reviews and an expert survey were conducted; first, the future direction for crafts education was explored through the current status analysis of crafts education and literature reviews. Then a survey was designed based on what was discovered in the aforementioned analysis/reviews to verify the suitability and appropriateness of the research direction.

The prerequisites for developing crafts education standards as part of arts and culture education were that the learners' cognitive development should be taken into consideration and the integrated properties of crafts should be reorganized into the content of education. Through this crafts education in line with cognitive development, children can find the beauty and arouse their perceptual sensitivity in natural

6 | 2011 -

environment by experiencing and exploring crafts materials, whereas adolescents can cultivate their dialectical thinking by appreciating crafts materialized in our lives. In other words, crafts education should ensure that the learning content be determined in the context of the learners' current levels, and should be implemented in a way that the learners can focus on learning for themselves and be exposed to a broader spectrum of experience.

Therefore, the characteristics of crafts education should be considered from the following perspectives:First, it should the studied on the basis of ontological values and as the original form of life.Second, it should be studied on the basis of epistemological values of inner maturity as well as

instrumental values as part of the representation of individuals. In particular, the tactile representation of analogue materials in the deluge of visual images in the digital society serves as a medium to represent the ego by discovering one's inner cognition. Third, due to the nature of crafts, which can communicate through the acts of experiencing, appreciating and criticizing such representation formats, they can be used as a significant substance that contains the diachronicity, universality and severability of communication.

The following three aspects were presented as the values of crafts education as part of arts and culture education:

First, the value as a methodology for dialectical thinking that is related to one's cognitive development and the cognitive aspect of crafts.

Second, the educational value, which comes from the the fact that the original role of crafts is to communicate with others (other cultures or persons). In other words, it is to teach the learners how to recognize the values of others.

Third, the value lies in the fact that the learners' intellectual maturity can be improved through crafts education, for the work of crafts is a result of coordination between the hands and thought. Crafts education can enable the learners to improve their knowledge-building process by circulating their tacit and explicit knowledge base.

3. Research Results and Suggestions

The following outline the goals of crafts education as part of arts and cultural education including the values it pursues:

First, to provide opportunities for having aesthetic experience and exploring identities through the acts of analogue.

Second, to examine dialectical values, understand the relationship between crafts and culture.Third, to improve the ability to foresee and create the future culture by building the integrated knowledge

of crafts.

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In order to set concrete objectives and expected level of achievements, the authors aimed to focus on the point that crafts are a means to cultural communication that contain the wisdom of humankind by recognizing the integrated properties of crafts as educational resources. As the value indicator of crafts education, which is extracted from pedagogy, the humanities and the essence of crafts, the domains of production, recognition and communication were initially established in a triangular form. Next, the domains of style of representation, roles/functions and critique were set up in a triangular form as well. The two triangular structures crossed each other and made all the domains be integrated, circulating around the learners' centric cognitive development. The following top-shaped framework of crafts education implies the very nature of cognitive development that the broader the width of experience, the more profound cognitive development a learner can obtain.

The Structure of Crafts Education as Part of Arts and Culture Education

According to the study, it is suggested that an educator with ardent interest in the future crafts education should keep in mind that arts including crafts are a medium that explains the unexplainable. Previously, the concept of thinking brain was much highlighted for knowledge processing, but now with the advent of knowledge-based society, the "explaining brain" has become more important to perceive knowledge as a whole. In this respect, the physical and mental resources contained in crafts and craft articles should be reconsidered as educational resources that can help improve the learners' ability to explain human life and original cultural forms based on the holistic recognition. And tapping into such resources and enriching the learners' lives are dependent a lot on the capabilities of crafts educators.

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1 0.7

4 2.9

138 100

5 2.42, 91.3%

. | 83

, 5.8% .

%

52 37.5

39 28.3

40 29.0

4 2.9

3 2.2

138 100.0

37.5% , 29%, 28.3% . .

, , , .

% 48 34.8

85 61.6 5 3.6 138 100

84 | 2011 -

34.8% , 61.6% . 90%

, . , , , . .

%

130 94.2

5 3.6

3 2.2

138 100

94.2% , . , .

3.6% , .

. | 85

3)

. , , . .

%

117 84.8

17 12.3

4 2.9

138 100

84.8% .

, , , , , .

%

378 45.9

278 33.8

167 20.3

823 100

86 | 2011 -

1 300%, 2 200%, 3 100% , 45.9% , 33.8% , 20.3% .

3 , , , , , , , , , , , , , , . , .

4)

, , . .

(%)

1-2 262(32.9) 285(35.8) 249(31.3) 796(100)3-4 272(34.0) 294(36.8) 233(29.2) 799(100)5-6 306(38.3) 274(34.3) 219(27.4) 799(100)

330(41.6) 243(30.6) 221(27.8) 794(100) 343(43.4) 222(28.1) 225(28.5) 790(100)

. | 87

, 1-2 3-4 35.8% 36.8% , 5-6, , 38.3%, 41.6%, 43.4% . .

, , , , , , , , , , . , , , , , .

, , . .

(%)

1-2 341(43.7) 284(36.4) 155(19.9) 780(100)3-4 340(43.6) 287(36.8) 153(19.6) 780(1005-6 320(41.2) 295(38.0) 162(20.8) 777(100)

306(39.4) 272(35.0) 199(25.6) 777(100 296(38.1) 254(32.7) 227(29.2) 777(100)

1-2 43.7%, 3-4 43.6%, 5-6 41.2%, 39.4%, 38.1% . , .

, ,

88 | 2011 -

, , , , , , , , . , .

5)

)

, .

,

. | 89

%

0 0

0 0

23 16.7

89 64.5

22 15.9

4 2.9

138 100

, , 5 3.99 80.4% , . . .

(%)

1-2 366(45.4) 248(30.8) 192(23.8) 806(100)3-4 358(44.3) 249(30.8) 201(24.9) 808(100)5-6 295(36.5) 273(33.7) 241(29.8) 809(100)

236(29.2) 266(32.9) 307(37.9) 809(100) 216(26.8) 255(31.7) 334(41.5) 805(100)

, .

90 | 2011 -

. , . , .

, , , , , , , . , , .

(%)

1-2

589(28.9) 372(18.2) 365(17.9) 262(12.9) 450(22.1) 2,038(100)3-4

568(28.1) 378(18.7) 365(18.0) 254(12.6) 458(22.6) 2,023(100)5-6

495(24.4) 336(16.6) 362(17.8) 321(15.8) 515(25.4) 2,029(100)

423(20.9) 288(14.3) 356(17.6) 376(18.6) 578(28.6) 2,021(100)

412(20.6) 288(14.4) 346(17.3) 372(18.6) 582(29.1) 2,000(100)

1-4 . 5-6 , .

. 1-4 ,

. | 91

5-6, . 3 4, 5 . . .

, , , , , , .

(%)

, ,

1-2 236(60.1) 157(39.9) 393(100)3-4 238(60.6) 155(39.4) 393(100)5-6 214(54.0) 182(46.0) 396(100)

193(48.7) 203(51.3) 396(100) 184(46.5) 212(53.5) 396(100)

, , , , , , . , .

, , ,

92 | 2011 -

, , , , , . .

)

, .

,

,

. | 93

% 0 0.0

1 0.7

26 18.8

89 64.5

16 11.6

6 4.3

138 100

, , 5 3.91 , 76.1% ( : 3.99 80.4%).

.

(%),

1-2 231(29.4) 297(37.8) 258(32.8) 786(100)3-4 232(29.5) 295(37.5) 259(33.0) 786(100)5-6 233(29.6) 285(36.3) 268(34.1) 786(100)

270(34.4) 256(32.6) 260(33.1) 786(100) 271(34.5) 249(31.7) 266(33.8) 786(100)

94 | 2011 -

, . , . , , .

, , , .

(%)

1-2 232(29.3) 306(38.6) 254(32.1) 792(100)3-4 233(29.1) 316(39.9) 243(30.7) 792(100)5-6 252(31.7) 318(40.1) 224(28.2) 794(100)

304(38.4) 282(35.6) 206(26.0) 792(100) 323(40.8) 271(34.2) 198(25.0) 792(100)

1-4 . 5-6 , . 1-4 , , 5 .

. | 95

, , , , , . , . . .

(%)

,

1-2 398(20.3) 552(28.1) 264(13.4) 392(19.9) 359(18.3) 1,965(100)3-4 386(19.6) 555(28.2) 266(13.5) 400(20.4) 358(18.2) 1,965(100)5-6 413(20.9) 555(28.1) 287(14.5) 372(18.8) 347(17.6) 1,974(100)

427(21.6) 524(26.5) 332(16.8) 332(16.8) 362(18.3) 1,977(100) 423(21.4) 504(25.5) 349(17.6) 310(15.6) 394(19.9) 1,980(100)

, . , . , .

96 | 2011 -

3, 5 , .

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6)

. . . .

(%)

1-2 0(0.0) 0(0.0) 9(6.5) 53(38.4) 70(50.7) 6(4.3) 138(100)

3-4 0(0.0) 0(0.0) 6(4.3) 71(51.4) 55(39.9) 6(4.3) 138(100)

5-6 1(0.7) 0(0.0) 16(11.6) 75(54.3) 40(29.0) 6(4.3) 138(100)

0(0.0) 0(0.0) 13(9.4) 72(52.2) 47(34.1) 6(4.3) 138(100)

0(0.0) 2(1.4) 23(16.7) 67(48.6) 40(29.0) 6(4.3) 138(100)

. | 97

1-2 89.1% , 5 4.46 . 3-4 91.3% , 5 4.37 . 5-6 83.3% 5 4.17 . 86.3%, 77.6% 5 4.26, 4.10 . . 1-2 , 3-4 , 5-6 , , . , .

, .

1-2, 3-4 :

5-6, :

:

98 | 2011 -

(%)

1-4 0(0.0) 3(2.2) 10(7.2) 65(47.1) 54(39.1) 6(4.3) 138(100)

5-6,

0(0.0) 1(0.7) 10(7.2) 72(52.2) 49(35.5) 6(4.3) 138(100)

0(0.0) 3(2.2) 15(10.9) 64(46.4) 50(36.2) 6(4.3) 138(100)

1-4 86.2% , 5 4.29 . 5-6 87.7% 4.28 . 82.6% 5 4.22 . .

. 3,4

, . , .

, , . , , , . . .

. | 99

1-2 : , :

3-4: , : ,

5-6: , : ,

: : ,

: , :

1-2, 3-4 : 5-6, : :

.

(%)

1-2 0(0.0) 0(0.0) 21(15.2) 71(51.4) 38(27.5) 8(5.8) 138(100)

3-4 1(0.7) 0(0.0) 18(13.0) 73(52.9) 38(29.2) 8(5.8) 138(100)

5-6 0(0.0) 0(0.0) 22(15.9) 75(54.3) 33(23.9) 8(5.8) 138(100)

0(0.0) 1(0.7) 25(18.1) 76(55.1) 28(20.3) 8(5.8) 138(100) 0(0.0) 2(1.4) 27(19.6) 67(48.6) 34(24.6) 8(5.8) 138(100)

100 | 2011 -

, 1-2 78.9% , 5 4.13 . 3-4 82.1% , 5 4.13, 5-6 78.2% 5 4.08 . 75.4%, 73.2% , 5 4.01, 4.02 . 5 4 .

. 1-2 , 3-4 . / , / . , , , / .

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()

(1999). . : (2010), : , :

, Framework . : .(2010). , 2010 : .

: .(2007). ( 13). : .(2011). 3,4. : .(2011). 5,6. : .(2010). 3,4 . : .(2007). 2007 (). : .(2007). 2007 (). : .(2010). 1-1. : .(2010). 1-2. : .(2010). 2-1. : (2010). 2-2. : (2011). 5,6 . : (2004). . : ., , , , , (2010). . : .(1994). - . : .(2008). .

.(2009). 2009 . : .(2007). .2007 : .(2006). - - . : (2006). . : ., , (2001), 2. : ., , (2001), 3. : .(2008, 3). . : . (Hall, Sherman, 2007). , . 2007

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(1995, 2009 24). . : .(2007). . : .(2010). ,2010 : .

: . (2008). . : .(2002). . : .(1991). . : .(2011). , , : .(2004). SPSS 10.0/11.0. : ., , , , ,, (2009). , : ., (2007). . : .. . (2006). . : . (2010). -. : . (Perrault, John, 2007). . 2007 . :.(2008). 2008 . : .(2009). . . : .(2002), , : (2009). . : . (1988). , : .

() (2005). -

-. Efland, Arthur D.(2002) Art and Cognition: Intergrating the Visual Arts in the Curriculum. : .

(2005). ?. Pinar William F.(2004) What is Curriculum Theory?. : .

(2010). , . Sennet Richard(2008) The Craftsman. : 21 .

(2005), . Eisner, Elliot W.(2005;1 2003) Cognition and Curriculum Reconsidered. : .

, , , , (2006). . Takeuchi, Hirotaka and Nonaka, Ikujiro(2004) Hitotsubashi on Knowing Management. : .

(2004), . Lowenfeld, V. & Brittain, W.(1993) Creative and Mental Growth. : .

(2001). . Mutius, von Bernhard(2000) Die Verwandlung der Welt Ein Dialog mit der Zukunft. : .

, (1976). , .Toffler, Albin edit(1974) Learning for Tommorrow: The Role of the Future in Education. : .

134 | 2011 -

(2005). . Eisner, Elliot W.(1979/2002 5th) The Educational Imagination. : .

(2005). , . Wilson O. Edward(1998) Consilience-The Unity of Knowledge. :

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The J. Paul Getty Trust, Los Angeles, Califonia.Dunn Philip Charles(1991), Forward, Discipline-base Art Education : A Curriculum Sampler, The J. Paul Getty

Trust, Los Angeles, Califonia.Shaw Jeffery & Sedlacek(1991), The Artistic Heritage of Clay : Survival and Revised of Traditions. Discipline-base

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Florence Guido-DiBrito, Jossey-Bass.Perry, William G. Jr.(1970/1999). Forms of Ethical and Intellectual Development in the College Years, A Scheme.

San Francisco CA: John Wiley & Sons, Inc.Polanyi, Michael(1996). The Tacit Knowledge, London: Routledge & Kegan Paul.Wilson Brent (1997). Research Methods and Methodologies for Art Education, Edt. Sharon D. La Pierre and

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()KBS1, 2001 1 3, .KBS1, 2004 11 7-2004 12 12, KBS .

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136 | 2011 -

4. : (1) 3 (2) 4-10 (3) 11-20 (4) 21

5. : (1) 3 (2) 4-10 (3) 11-20 (4) 21

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138 | 2011 -

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140 | 2011 -

(1) (2) (3) (4)

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142 | 2011 -

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144 | 2011 -

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