<연극>교과의 정립을 위한 교육과정편성 원리의 지향점 고찰 (A study of the principle of national curriculum formation)

서지정보

· 발행기관 : 한국연극교육학회
· 수록지 정보 : 연극교육연구 / 28권 / 28호 / 5 ~ 38페이지
· 저자명 : 구민정

초록

This study explores the purpose and principle of drama/theatre national curriculum formation which is newly included into national curriculum. The revised 2015 national curriculum is different from the past one in terms of competency-based curriculum. The competency-based curriculum emphasizes creative integration among subjects, aesthetic sensitivity and sensibility to resolve the challenge and problems.
Therefore, the purpose of theatre/drama national curriculum is not to raise drama/theatre professionals but to improve students' key competency which is provided in the entire national curriculum. And, the 2015 revised national curriculum pursued "a creative and integrated leader" who owns aesthetic sensibility and communicative sill as the key competency.
However, the subject, drama/theatre which is included into 2015 revised national curriculum for the first time has little study upon curriculum theory and drama/theatre as a subject. Thus, the newly devised drama/theatre curriculum is not systematic. The theatre curriculum is divided into "expression, experience, appreciation, cultural life" and suggest process-centered curriculum and assessment pitfalls to complement professional-centered curriculum. Yet, the current theatre/drama curriculum is likely to bring about confusion due to its incompatible aims.
Specifically, the terms used in target standard of drama/theatre subject are not conceptually agreed so that they will result in confusion. Besides, another confusion, whether theatre curriculum deals with education in theatre/drama or education through theatre also needs to be discussed.
Nevertheless, the drama/theatre curriculum should reflect 'competency- based curriculum' purpose because the subject 'theatre' is dealt with not as a selective curriculum for professionals but as a comprehensive one. It should be based upon how to raise 'a creative and integrated leader'. Under this purpose, the theatre/drama should be organically integrated into curriculum. Furthermore, target standard and contents of the subject should be embodied according to this 'key competency'.
In order to respond to the rapid change of national curriculum, theatre/drama curriculum and theatre/drama as a subject should be studied.
To establish drama/theatre as a subject in the national curriculum, the characteristics, purpose, content, target standard and the meaning of enactment should be explained. In addition, the agreed concepts and terms should be determined. It is not yet mature for the current drama/theatre curriculum to meet the entire national curriculum which requires the cultivation of 'creative and integrated leaders'. More researches and studies are required on this matter.

영어초록

This study explores the purpose and principle of drama/theatre national curriculum formation which is newly included into national curriculum. The revised 2015 national curriculum is different from the past one in terms of competency-based curriculum. The competency-based curriculum emphasizes creative integration among subjects, aesthetic sensitivity and sensibility to resolve the challenge and problems.
Therefore, the purpose of theatre/drama national curriculum is not to raise drama/theatre professionals but to improve students' key competency which is provided in the entire national curriculum. And, the 2015 revised national curriculum pursued "a creative and integrated leader" who owns aesthetic sensibility and communicative sill as the key competency.
However, the subject, drama/theatre which is included into 2015 revised national curriculum for the first time has little study upon curriculum theory and drama/theatre as a subject. Thus, the newly devised drama/theatre curriculum is not systematic. The theatre curriculum is divided into "expression, experience, appreciation, cultural life" and suggest process-centered curriculum and assessment pitfalls to complement professional-centered curriculum. Yet, the current theatre/drama curriculum is likely to bring about confusion due to its incompatible aims.
Specifically, the terms used in target standard of drama/theatre subject are not conceptually agreed so that they will result in confusion. Besides, another confusion, whether theatre curriculum deals with education in theatre/drama or education through theatre also needs to be discussed.
Nevertheless, the drama/theatre curriculum should reflect 'competency- based curriculum' purpose because the subject 'theatre' is dealt with not as a selective curriculum for professionals but as a comprehensive one. It should be based upon how to raise 'a creative and integrated leader'. Under this purpose, the theatre/drama should be organically integrated into curriculum. Furthermore, target standard and contents of the subject should be embodied according to this 'key competency'.
In order to respond to the rapid change of national curriculum, theatre/drama curriculum and theatre/drama as a subject should be studied.
To establish drama/theatre as a subject in the national curriculum, the characteristics, purpose, content, target standard and the meaning of enactment should be explained. In addition, the agreed concepts and terms should be determined. It is not yet mature for the current drama/theatre curriculum to meet the entire national curriculum which requires the cultivation of 'creative and integrated leaders'. More researches and studies are required on this matter.

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