Abstract
The purpose of this study is to categorize and compare the characteristics of the convergence form in the curriculum of 44 cases of major domestic and foreign art Colleges. As a result of the study, I analyzed the cases into three types. First, multi-major systems (15 Colleges), interdisciplinary open (15 Colleges), and convergence majors (17 Colleges) belong to the institutional dimension. Second, digital reinforcement types (11 Colleges) and new technology combined majors (9 Colleges) belong to the major dimension. Third, practical education (22 Colleges for arts-related practical education and 5 Colleges for general practical education) belongs to the program level. Comparing the characteristics of the cases, domestic universities were relatively insufficient in opening interdisciplinary and convergence majors. In addition, there was a lack of digital reinforcement and new technology combination majors, and in particular, general practice was not provided at all. Characteristically, a total of 50% of Colleges overseas and domestic Colleges provide practical arts education.
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