미술과 감상 영역 ‘질문’의 의미 변천: 2022 개정 및 이전 교육과정 내용 분석 연구

Abstract

This study investigates the changes in content related to ‘questioning’ within the development process of the national level art curriculum. It also assesses the significance of recently introduced question-related contents within the domain of art appreciation. Through a comprehensive literature review, this study delves into the nuances and implications of ‘questioning’ in school art appreciation classes. Furthermore, a content analysis was conducted to compare the meanings of ‘questioning’ in the 2022 revised national art curricu-lum with those of the previous curricular. Consequently, this study reveals several key findings. First, teach-ers are encouraged to incorporate questioning strategies given the transformation of students’ emotional responses to a work of art from passive to active appreciation. Second, the concept of ‘understanding’ within the 2022 curriculum provides the basis for introducing ‘essential questions’ in art appreciation classes. Third, the notion of ‘inquiry’ may be linked to students’ authentic curiosity, yet it necessitates fur-ther scholarly discourse to clarify its meaning. Fourth, teacher-initiated questions can help students ‘explain’ a work of art. Fifth, the 2022 curriculum assumes that a work of art serves catalysts for inspiring students’ new inquiries with the expectation that a diverse range of student-generated questions during art apprecia-tion classes will enhance their learning experience.