WanWook Kong - Academia.edu (original) (raw)
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Papers by WanWook Kong
Society for Art Education of Korea
造形敎育, Dec 31, 2022
The purpose of this study is to more systematically understand students with art underachievement... more The purpose of this study is to more systematically understand students with art underachievement by analyzing the multiple intelligence characteristics of a group of students with art underachievement. Gardner's Multiple Intelligence test was conducted on 196 students in grades 3-6 of Elementary School. Among them, a group of 12 students with art underachievement was selected through the art subject performance evaluation results and art expression ability test. The multi-intelligence characteristics of the art underachievement student group, the general student group, and the art gifted group were compared. As a result of the analysis, it was confirmed that the multiple intelligences of the student group with art underachievement were 'normal' in all types. Spatial intelligence was ranked the lowest, and interpersonal intelligence was the highest. These results contrast with the multi-intelligence characteristics of the art gifted, and in the case of the art gifted, spatial intelligence ranks highest and interpersonal intelligence ranks lowest. The implications of the study results are as follows. First, in the concept of art underachievement student, it has been proven in terms of multiple intelligences that art underahcievement targets students with basic potential. Second, when comparing the level of multiple intelligences of the art gifted group and the art underachievement group, it can be inferred that it directly affects the art ability of spatial intelligence. Third, by analyzing spatial intelligence in terms of structure, it is possible to prepare an effective plan for overcoming the art achievement in consideration of the art development of elementary school students.
Due to the information and globalization in a post-modern society, highly dependent global issues... more Due to the information and globalization in a post-modern society, highly dependent global issues were increasing. Global Citizenship Education(GCED) is aimed to nurture citizens who can solve the 21st century's various and complex global issues with responsibilities. In order to apply GCED to school, it is necessary to pay attention to the nature of art education. Art education focuses on human culture and lives in complex ways, helps students visualize through art activities and plays an essential role in developing creative thinking abilities to solve problems. The purpose of this study was to investigate the ways to implement GCED in art education. For this, the relationship and the connections of UNESCO's GCED with the core competencies of 2015 revised National Art Curriculum, a guideline matrix and two instructional plans were investigated and suggested. The result of this study would be the basis of constructing application models for GCED in art education and reminding the importance of art education for implementing GCED.
Society for Art Education of Korea, 2021
This study examined the discussion on the art curriculum and cultural diversity education and sea... more This study examined the discussion on the art curriculum and cultural diversity education and searched the practical direction of cultural diversity education in art education by looking for the connection. First, the relevance between the general objectives and sub-objectives of the 2015 art curriculum and the cultural diversity education proposed by the Ministry of Culture, Sports and Tourism were searched. As a result of the study, a close relationship was found between the objectives of art education and cultural diversity education. Second, based on the analysis of the relevance of the art curriculum and the objectives of cultural diversity education, it was investigated how the reinforcement of the core competency of the 2015 art curriculum can affect the learning outcomes of cultural diversity education. It was confirmed that the reinforcement of core competencies in art subjects through art education could have a positive effect on the learning outcomes of cultural diversity education. Thirdly, a plan to internalize the core values of cultural diversity was suggested based on the content system of the 2015 art and curriculum so that the education of cultural diversity through art education can be practiced in the school field. Focusing on the core concepts of the arts and curriculum, a lesson plan that can form the core values of cultural diversity was proposed.
Society for Art Education of Korea
Society for Art Education of Korea
造形敎育, Dec 31, 2022
The purpose of this study is to more systematically understand students with art underachievement... more The purpose of this study is to more systematically understand students with art underachievement by analyzing the multiple intelligence characteristics of a group of students with art underachievement. Gardner's Multiple Intelligence test was conducted on 196 students in grades 3-6 of Elementary School. Among them, a group of 12 students with art underachievement was selected through the art subject performance evaluation results and art expression ability test. The multi-intelligence characteristics of the art underachievement student group, the general student group, and the art gifted group were compared. As a result of the analysis, it was confirmed that the multiple intelligences of the student group with art underachievement were 'normal' in all types. Spatial intelligence was ranked the lowest, and interpersonal intelligence was the highest. These results contrast with the multi-intelligence characteristics of the art gifted, and in the case of the art gifted, spatial intelligence ranks highest and interpersonal intelligence ranks lowest. The implications of the study results are as follows. First, in the concept of art underachievement student, it has been proven in terms of multiple intelligences that art underahcievement targets students with basic potential. Second, when comparing the level of multiple intelligences of the art gifted group and the art underachievement group, it can be inferred that it directly affects the art ability of spatial intelligence. Third, by analyzing spatial intelligence in terms of structure, it is possible to prepare an effective plan for overcoming the art achievement in consideration of the art development of elementary school students.
Due to the information and globalization in a post-modern society, highly dependent global issues... more Due to the information and globalization in a post-modern society, highly dependent global issues were increasing. Global Citizenship Education(GCED) is aimed to nurture citizens who can solve the 21st century's various and complex global issues with responsibilities. In order to apply GCED to school, it is necessary to pay attention to the nature of art education. Art education focuses on human culture and lives in complex ways, helps students visualize through art activities and plays an essential role in developing creative thinking abilities to solve problems. The purpose of this study was to investigate the ways to implement GCED in art education. For this, the relationship and the connections of UNESCO's GCED with the core competencies of 2015 revised National Art Curriculum, a guideline matrix and two instructional plans were investigated and suggested. The result of this study would be the basis of constructing application models for GCED in art education and reminding the importance of art education for implementing GCED.
Society for Art Education of Korea, 2021
This study examined the discussion on the art curriculum and cultural diversity education and sea... more This study examined the discussion on the art curriculum and cultural diversity education and searched the practical direction of cultural diversity education in art education by looking for the connection. First, the relevance between the general objectives and sub-objectives of the 2015 art curriculum and the cultural diversity education proposed by the Ministry of Culture, Sports and Tourism were searched. As a result of the study, a close relationship was found between the objectives of art education and cultural diversity education. Second, based on the analysis of the relevance of the art curriculum and the objectives of cultural diversity education, it was investigated how the reinforcement of the core competency of the 2015 art curriculum can affect the learning outcomes of cultural diversity education. It was confirmed that the reinforcement of core competencies in art subjects through art education could have a positive effect on the learning outcomes of cultural diversity education. Thirdly, a plan to internalize the core values of cultural diversity was suggested based on the content system of the 2015 art and curriculum so that the education of cultural diversity through art education can be practiced in the school field. Focusing on the core concepts of the arts and curriculum, a lesson plan that can form the core values of cultural diversity was proposed.
Society for Art Education of Korea