Abstract
The purpose of this study is to examine the evolution of the structure, goals, and content in the area of aesthetic art in the kindergarten curriculum by analyzing the respective curricula and guidebooks from the 1st Kindergarten Curriculum (1969) to the 2019 revised Nuri Curriculum. The names and characteristics of the area of aesthetic art have evolved with the demands of the times and educational contexts, transitioning from ‘Art and Music’ to ‘Social and Emotional Development,’ ‘Emotional Development,’ ‘Expressive Life,’ and ‘Art Experience.’ The primary goals of art education have consistently emphasized ‘aesthetic sensibility’ and ‘creativity’ across all curricula, with additional goals such as emotional development, basic skills, and the exploration of artistic elements being incorporated over time. In terms of content, ‘exploration’ was included in the content categories starting from the 6th curriculum. ‘Expression,’ initially focused on music, art, and movement, gradually expanded to encompass literature and dramatic play, eventually emphasizing ‘integrated’ expression from the 6th curriculum onwards. ‘Appreciation’ similarly broadened from traditional art fields to include nature and objects, with a recent focus on fostering an appreciation attitude as a key content area.
Published Version
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