Abstract
While creativity is discussed as a core competence for talented people around the world in the twenty-first century, its exhibition is determined by one’s character. Creativity and character education, therefore, should not be considered as separate matters, but the systematically related matters, and exhibition of creativity, can be carried away by character. The purpose of this study is to apply community-based education through art to elementary school students in an effort to enable the learners to experience the cultural facilities of their community and to cultivate their creativity and personality, thus fostering resilience in the face of the trauma of school violence. This study focuses on the importance of the experience of creating art, which can contribute to the building of a happy and safe school environment and to the cultural development of the community. First, school violence and trauma are initially investigated based on a literature review. Second, I discuss the important role of art projects to promote creativity and foster resilience. Third, community-based art education is developed and applied to elementary school students. Finally, it is concluded that community-based art education can encourage adolescents to cultivate a healthy personality and good creativity, ultimately helping them to become well-rounded. The development of practical community-based convergence education through art can contribute to establishing a happy school culture by promoting creativity and fostering resilience to the trauma of school violence.
Highlights
The objective of this study is to investigate the role and significance of community-based art education for the prevention and reduction in school violence as well as for the healing of both the victims and the perpetrators of school violence
This study especially focuses on adolescence which covers elementary school students, because school violence caused by teenagers can be attributed to the unstable selfidentity in this period
Art experience activities of community-based art education utilizing regional culture facilities can enhance the ability of teenagers who have been exposed to school violence to express their inner emotions; develop emotional acclimation, character cultivation, and sociability through communication among students; and improve their self-esteem and help establish self-identity by providing the opportunity during the art experience activity to sincerely think about the future and plan for the future
Summary
The objective of this study is to investigate the role and significance of community-based art education for the prevention and reduction in school violence as well as for the healing of both the victims and the perpetrators of school violence. Korean teenagers suffer from many problems as they struggle to establish their independence and resist the value system and restrictions of their society This can lead to a pressing need to relieve themselves of their emotional and psychological desires as a result of the education system that heavily focuses on college admission. This study raises questions with regard to how community-based art education can heal both the victims and the aggressors of school violence. I attempt to identify the relationship between creative art making and the healing of school violence trauma that students experienced through interviews with the participating students and observations of the resulting artwork
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