SavedAdd your journal

Journals / Anadolu Journal of Educational Sciences International / 2026 / Cilt: 10 Sayı: 1

Evaluation of South Korean Art Education in the Context of Structure, Education and Culture

Güney Kore Sanat Eğitiminin Yapı, Eğitim ve Kültür Bağlamında Değerlendirilmesi

Hatice Kübra Özalp(NECMETTİN ERBAKAN ÜNİVERSİTESİ)0000-0001-6710-3117
Selma Özdemir(T.C. MİLLİ EĞİTİM BAKANLIĞI)0000-0002-0190-6811
Pages
111–149
Publication Date
2020-01-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results of the interviews, it is seen that South Korean art education has an understanding that aims to improve the creativity, cultural literacy and critical thinking skills of students, and that traditional arts such as lavish, calligraphy and ceramics are used in the art education courses.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to reveal the thoughts and opinions of South Korean art educators about the understanding of art education of South Korean elementary and secondary schools in terms of structural, cultural and educational aspects.
📊
Key Findings & Data:A total of 7 people, working as art educators in South Korea and at the Korean Culture Centre in Ankara, took place in the study group of the research.
💡
Conclusion & Impact:According to the results of the interviews, it is seen that South Korean art education has an understanding that aims to improve the creativity, cultural literacy and critical thinking skills of students, and that traditional arts such as lavish, calligraphy and ceramics are used in the art education courses.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Sanat eğitimi · Güney Kore sanat eğitimi · kültür

Abstract

The aim of this study is to reveal the thoughts and opinions of South Korean art educators about the understanding of art education of South Korean elementary and secondary schools in terms of structural, cultural and educational aspects. Interview method was used in this research which was designed by qualitative research method. In the light of the literature sources studied, interview questions were created in order to comprehend the structural, cultural and education characteristics of the art education courses. A total of 7 people, working as art educators in South Korea and at the Korean Culture Centre in Ankara, took place in the study group of the research. The data obtained as a result of the interview were translated into Turkish. The collected data were analysed with the content analysis method in terms of common features and divided into three categories as structural, cultural and education. According to the results of the interviews, it is seen that South Korean art education has an understanding that aims to improve the creativity, cultural literacy and critical thinking skills of students, and that traditional arts such as lavish, calligraphy and ceramics are used in the art education courses. The use of religious and political symbols and images representing religious rituals in paintings is considered to be inconvenient. In addition, according to South Korean contemporary art education understanding, visual and popular culture products are tried to be integrated with traditional art in art lessons. It has been revealed that the participants have not carried out any study about Turkish culture and art during their lessons.

Özet

Bu araştırmanın amacı, Güney Kore ilkokul ve ortaokul kurumlarının sanat eğitimi anlayışının yapısal, kültürel ve eğitim açısından incelemektir. Nitel araştırma türlerinden temel nitel araştırma yaklaşımı ile desenlenen araştırmada görüşme yöntemi kullanılmıştır. İncelenen literatür kaynakları ışığında sanat eğitimi derslerinin yapısal, kültürel ve eğitim özelliklerini anlamaya yönelik görüşme soruları oluşturulmuştur. Araştırmanın çalışma grubunda Güney Kore'de ve Ankara Kore Kültür Merkezi’nde sanat eğitimcisi olarak görev yapan toplamda 7 kişi yer almaktadır. Araştırma verileri yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Elde edilen veriler Türkçe diline çevrilmiştir. Alınan veriler betimsel analiz ile ortak özellikleri bakımından irdelenerek yapısal, kültürel ve eğitim olmak üzere üç açıdan değerlendirilmiştir. Görüşmelerden elde edilen sonuçlara göre Güney Kore sanat eğitiminin, öğrencilerin yaratıcılığını, kültür okuryazarlığını ve eleştirel düşünme becerisini geliştirmeyi hedefleyen bir anlayışa sahip olduğu, sanat eğitimi derslerinde lavi, hat, seramik gibi geleneksel halk sanatlarından faydalanıldığı anlaşılmaktadır. Dinsel ve siyasi semboller, dini ritüelleri temsil eden görsellerin resimlerde kullanılması sakıncalı görülmektedir. Bunun yanında Güney Kore çağdaş sanat eğitimi anlayışına göre sanat derslerinde görsel ve popüler kültür ürünleri geleneksel sanatla bütünleştirilmeye çalışılmaktadır. Katılımcıların derslerinde Türk kültürü ve sanatı hakkında herhangi bir inceleme yapmadıkları ortaya çıkmıştır.

🔖

Cite This Article

Özalp, H. K., Özdemir, S. (2020). Evaluation of South Korean Art Education in the Context of Structure, Education and Culture. Anadolu Journal of Educational Sciences International, Cilt: 10 Sayı: 1, 111–149. https://doi.org/10.18039/ajesi.681934

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (43)

  1. Aytekin Koç G., Tertemiz (Işık) N. (2018). PISA Sonuçlarının (2003-2015) Eğitim Sistemi ve Ekonomik Göstergeler Kapsamında İncelenmesi: Türkiye ve Güney Kore Örneği, Kırşehir Eğitim Fakültesi Dergisi, 19(1), 103-128. doi: http://dx.doi.org/10.29299/kefad.2018.19.004.
  2. Büyüköztürk, Ş., Çakmak Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., Demirel, F. (2018). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  3. Byun, S. Y., Schofer, E. ve Kim, K. K. (2012). Revisiting the Role of Cultural Capital in East Asian Educational Systems: The Case of South Korea, Sociology of Education 85(3) 219–239. doi: 10.1177/0038040712447180.
  4. Chae, H. S. (2004). Talking back to the Asian model minority discourse: Korean‐origin youth experiences in high school, Journal of Intercultural Studies, 25(1), 59-73. doi: 10.1080/07256860410001687027.
  5. Chang, I. S. (2012). Multicultural Education in Korea: Its Origin, Status, and Direction, Multicultural Education Review, 4(2), 60-90. doi: 10.1080/2005615X.2011.11102894
  6. Cho, Y., Chung, H., Choi, K., Suh, Y., Seo, C. (2011). The Creativity of Korean Leaders and its Implications for Creativity Education, Journal of Creative Behavior, 45(4), 235-257.
  7. Creswell, J. W. (2017). Nitel araştırmacılar için 30 temel beceri. (H. Özcan, Çeviri). Ankara: Anı Yayınları.
  8. Creswell, J. W. (2012). Educational research, (4th ed.). Boston: Pearson Education.
  9. Güney Kore Eğitim Bakanlığı. (2015). Erişim Adresi: http://ncic.kice.re.kr Erişim Tarihi: 20.01.2019.
  10. Jang, S. & Kim, N. (2004). Transition from high school to higher education and work in Korea, from the competency-based education perspective, International Journal of Educational Development, 24, 691–703.
  11. Jon, J. E. (2009). Interculturality in higher education as student intercultural learning and development: a case study in South Korea, Intercultural Education 20(5). doi: 10.1080/14675980903371308.
  12. Kang, Y. (2015). Art and Art Education in the Multicultural Society of South Korea. Journal of Art for Life, 6(1), 2-13.
  13. Kang, S. W. (2010). Multicultural education and the rights to education of migrant children in South Korea, Educational Review, 62(3), 287-300. doi: 10.1080/00131911.2010.503599.
  14. Kırbaşoğlu Kılıç, L. & Bayram, B. (2014). Postmodernı̇zm ve eğı̇tı̇m, Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 3(1), 368-376.
  15. Kim, H. (2015). Community and art: creative education fostering resilience through art, Asia Pacific Educ. Rev. 16:193–201. doi: 10.1007/s12564-015-9371-z.
  16. Kim, H. (2014). Education through art after the second world war: a critical review of art education in South Korea. International Journal of Art & Design Education, 33(1), 88-102. Erişim Adresi: https://doi.org/10.1111/j.1476-8070.2014.12011.x.
  17. Kim, Y.H. (1999). Recent developments in Korean school education, school effectiveness and school ımprovement, 10 (1), 55-71. Erişim Adresi: https://doi.org/10.1076/sesi. 10.1.55.3510.
  18. Kyong, I. H. K. (2006). A historical and social perspective of Korean art education, (Unpublished master thesis). Georgia State Üniversitesi, Atlanta, Georgia, Birleşik Devletler.
  19. Kyung, L. (2009). A study on the visual culture appreciation education applying criticism based on the 2007 Korean national elementary art curriculum ‘focus on animation’, (Master thesis). Gyeongin National Universıty of Education, Institute of Educational Sciences, Incheon South Korea.
  20. Lee, H. J., Lee, J., Makara, K. A., Barry J. Fishman, B. J. ve Teasley, S. D. (2017). A cross-cultural comparison of college students' learning strategies for academic achievement between South Korea and the USA, Studies in Higher Education, 42(1), 169-183. doi:10.1080/03075079.2015.1045473.
  21. 이경진, 김선아 (2012). 미술영재 교육과정 평가를 위한 이론적 기초, Journal of Gifted/Talented Education, 22 (3), 639-662. doi: 10.9722/JGTE.2012.22.3.639
  22. Levent, F. & Gökkaya, Z. (2014). Education policies underlying South Korea's economic success, Journal Plus Education, 10 (1), 275-291. Erişim Adresi: https://www.uav.ro/jour/index.php/jpe/article/view/237/251.
  23. Lim, B. (2005). Aesthetic experience in a dynamic cycle: Implications for early childhood teachers and teacher educators, Journal of Early Childhood Teacher Education, 25(4), 367-373. doi: 10.1080/1090102050250411.
  24. Mo, K. H. & Lim, J. S. (2013). Multicultural Teacher Education in Korea: Current Trends and Future Directions, Multicultural Education Review, 5(1), 96-120. doi:10.1080/2005615X.2013.11102899.
  25. Moon, S., Rose, S., Black, A., Black, J., Hwang, Y., Lynn, L., Memoli, J. (2013). Releasing the Social Imagination: Art, the Aesthetic Experience, and Citizenship in Education, Creative Education, 4 (3), 223-233. doi:10.4236/ce.2013.43033.
  26. Onan B.C. (2017). Çağdaş sanat eğitimi kuramcıları bağlamında sanat eğitiminde yeni eğilimler ve çeşitli uygulama önerileri, Eğitim Fakültesi Dergisi, 30(1), 291-319.
  27. Öztürk, F., Özcan, A., Çimen, S., Özkan, A. ve Balkaş, S.R. (2016). Değerler eğitimine yönelik kültürler arası karşılaştırmalı bir araştırma: Almanya, İsveç, Güney Kore ve Malezya örneği, Akademik Sosyal Araştırmalar Dergisi, 4(30), 629-649.
  28. Paek, K.M. (2015). A critical cultural inquiry into insider issues in South Korean art education, British Journal of Sociology of Education, 36(6), 915-933. doi: 10.1080/01425692.2013.876912
  29. Park, J. H. (2007). The comparative research between the art education of Korean middle school (Master thesis). Hanyang University, Education Faculty, Seul, South Korea.
  30. Park, J. & Turnbull, A. P. (2001). Cross-cultural competency and special education: Perceptions and experiences of Korean parents of children with special needs, Education and Training in Mental Retardation and Developmental Disabilities, 36(2), 133-147. Erişim Adresi: http://hdl.handle.net/1808/6262
  31. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Bütün, M., Demir, S. B.: Çeviri Ed.). Ankara: Pegem Akademi.
  32. Seo, H. A., Lee, E. A. ve Kim, K. H. (2005). Korean science teachers’ understanding of creativity in gifted education, XVI, 2/3, 98–105. doi: 10.4219/jsge-2005-476
  33. Shin, R. & Kim, J. (2014). A comparative cross-cultural examination of community art education programs in South Korea and the United States, Studies in Art Education, 55(3), 227-240. doi: 10.1080/00393541.2014.11518932.
  34. Shin, R. (2010). Why does the Buddha laugh? Exploring ethnic visual culture, Art Education, 63(3), 33-39. doi: 10.1080/00043125.2010.11519068
  35. Shin, S. & Koh, M. (2005). Korean education in cultural context, Essays in Education, 14, 1–10.
  36. Song, B. R. (2008). A study on korean traditional art education guide applying visual culture education, (Master Thesis). Kongju National University, Institute of Educational Sciences, Gongju, Güney Kore.
  37. Soomyung, J., Namhee, K. (2004). Transition from high school to higher education and work in Korea, from the competency-based education perspective, International Journal of Educational Development, 24, 691–703. doi: 10.1016/j.ijedudev.2004.04.002
  38. Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (10. baskı). Ankara: Seçkin Yayıncılık.
  39. Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (5.Baskı), Ankara: Seçkin Yayıncılık.
  40. Yıldız, D. (2015). Türkiye, Kore, Finlandiya ana dili dersi öğretim programlarının karşılaştırmalı olarak incelenmesi. Eğitim ve Bilim, Tedmem, 40(179), 89-110. doi: 10.15390/EB.2015.4166.
  41. Yi, S. D. & Kim, H. S. (2005). A Movement toward eastern ethnocentric art education: the value of Korean art and cultural heritage. Art Education, 58(5), 18-24. doi:10.1080/00043125.2005.11651557
  42. Yixiong, L. (2009). South Korean education current situation, problems and ıts suggestive solutions, (Master Thesis). Department Of Industrial Information Graduate School of Soonchunhyang University, Asan, South Korea.
  43. Aytekin Koç G., Tertemiz (Işık) N. (2018). PISA Sonuçlarının (2003-2015) Eğitim Sistemi ve Ekonomik Göstergeler Kapsamında İncelenmesi: Türkiye ve Güney Kore Örneği, Kırşehir Eğitim Fakültesi Dergisi, 19(1), 103-128. doi: http://dx.doi.org/10.29299/kefad.2018.19.004.