대학교 색채교육과정의 개선을 위한 통합교육 관점에서의 탐색적 연구

Abstract

Color education in university fails to take into account the importance of colors and their application rate in industries, and is performed under the false perception that it is the tool of design and arts to raise a small number of producers. In fact, colors are a critical medium to make it possible for humans to have a diversity of experience, to build one’s ego, to control one’s emotions and feelings, and to increase individuals’ sensibility, expression, imagination, and creativity. Accordingly, in the digital information era, people have to continue to observe and think of the true meaning and new instruction technique of color education. Therefore, this study tried to look into the progressive education in the education program of International Baccalaureate(IB), which draws a lot of attention as an innovative plan for raising talented people from the perspective of integrated education, and to put the arts education guides of the IB DP education program into the objectives of color education, main syllabus, and evaluation subjects, and to apply actively the principles of constructivism to color education aiming at well-rounded education. More specifically, it explored the essential meaning of colors discussed in related works, and set the goals of a general subject or a main subject for each competency to provide a balanced teaching-learning technique and professional & convergent subject into theory, activity of making, and activity of planning. In other words, its main section-‘knowledge theory’, ‘research essay’, and ‘creativity, activity, and voluntary work’-help to evaluate not only learners’ knowledge but their attitudes and values to accept colors. The arts education in the IB DP education program makes it possible for university students to take on the challenge of deep thinking, and to establish a learner-oriented education environment. Even though some problems of the evaluation program-somewhat abstract evaluation process or difficult tasks-are point out, the IB education program is judged to be a creative approach as an alternative to a university-level color education course to respond to a new turning point of education. In addition, it is expected that the contents proposed in a variety of teaching-learning cases are used as the explanation and guide of more universal and professional color education.