미술임용시험 내 디자인 내용 구성을 통한 디자인 교육 연구

Abstract

Currently, the importance of design education to foster creative and convergent talents is emerging in Korea, but design is being taught as a sub-area of art subjects. In this educational reality, the purpose of this study is to examine the content of design education within the regular art curriculum and the opinions of art teachers on it, and to present opinions for the development of design public education. Therefore, this study attempted to grasp the design content emphasized in the regular curriculum by examining art textbooks focusing on the design content within the seven-year appointment exam that reflects the 2015 revised curriculum. In addition, based on a survey of secondary art teachers in charge of design education in the actual school field, we tried to find out their opinions on the content of design education in the regular curriculum. As a result, first, many art teachers recognize the importance of design areas. Second, teachers majoring in design and craft recognize a higher appropriate ratio of design within the appointment exam than teachers majoring in pure art and art education. Third, it was confirmed that the design details within the regular curriculum were concentrated on visual design. This is the same not only in the appointment test questions, but also in art textbooks. On the other hand, in environmental design (1 time), which showed the lowest questionnaire rate, the rate of classes in the school field is also lower than in other areas. However, in art textbooks, 22.4% shows a higher percentage than product design, which accounts for 14.8%. Through this, the difficulty of environmental design education is expected to have a greater impact on the lack of knowledge experience of teachers than the lack of educational materials. Fourth, among the various fields of visual design, video design is the area that appears and is emphasized most repeatedly in the appointment exam. On the other hand, even in a survey of art teachers, video design (13.5%) was the number one area recognized as the most important among design education contents. However, the percentage of actually taught was 6.8%, ranking 6th. Through this, it could be seen that classes that meet the educational importance of video design were not conducted. This can be expected to be related to the lack of class facilities and equipment (36, 24.2%) that the most respondents answered as the part that they had difficulty in design classes in the questionnaire for art teachers. Fifth, among the various fields of industrial design, furniture design, especially chair design, is an area that repeatedly appears in appointment tests and textbooks. In textbooks, the history of design style was also presented as a chart, and chair design was used the most as an example work. Through this, it was confirmed that chair design can be effectively used by teachers when selecting educational content on the history of design.Sixth, color studies are essential learning content as basic knowledge that appears and is emphasized repeatedly in appointment exams and art textbooks. It was confirmed that the three attributes of color and the knowledge of color contrast and harmony were important contents encompassing both fine art and design.Finally, I think that changes in the paradigm of art education, including design education, give the possibility to break this reality. Art education, which has been regarded as 'artistic education', is viewed as culture and arts education and viewed as a process to develop visual literacy to prepare for the upcoming future society. In addition, the role of design education should be redefined by educationally acknowledging the unique characteristics of design, such as the problem-solving process of design education and the exchange process of mutual perspectives, which were limited to pure art properties. When education that reflects the essential characteristics of design is provided, high-quality design education will be provided that can help effectively cultivate creativity and convergence skills in the school field.