우리나라 교육과정 통해 살펴본 무용 교육

Abstract

The purpose of this study is to examine the characteristics of the art/PE curriculum from the perspective of dance, from Syllabus Period to the current revised curriculum in 2015. In order to achieve this purpose, the curriculum document was used as an analysis target to find the context through the overall process of change and to find the historical change and subject identity of the dance in the curriculum.
 First, during the introduction of the dance curriculum (Syllabus Period to the 1st curriculum), the dance department exposed its limitations in taking root in the curriculum due to the natural background of not originally starting as an independent subject like art and music. Second, during the settlement of the dance curriculum (the 2nd to the 4th curriculum), dance was presented as one of the contents of the PE curriculum, developing as a discipline, and many universities established dance departments. Third, the transition period of the dance curriculum (the 5th to the 7th curriculum) was a time when it was organized and oriented as an integrated subject, and as it became possible to select between music and art, it was actually divided into art and PE subjects. Fourth, during the transformation period of the dance curriculum (Revised Curriculum in 2009 to Revised Curriculum in 2015), as the boundary between art and physical education subjects was established, the term ‘expression’ is presented in the domain instead of the term ‘dance’.
 Moreover, as plays are additionally included in the arts subject, dance is adding to the identity crisis and seriousness as a subject. Through the upcoming 2022 revised curriculum and 2025 high school credit system, therefore, I hope that dance subjects can improve the wrong curriculum classification standards so far.