Challenges and Opportunities in Korean Arts and Culture Education : A Case Study on Korean Cultural Practitioners' Experiences

2005??? ??????????????????????????? ????????? ???????????? ???????????? ??? ?????? ????????? ????????? ?????? ???????????? ?????? ????????? ?????????????????? ????????? ?????? ?????????????????? ?????? ???????????????????????? ????????? ????????? ???????????? ??????. ?????? ?????? ???????????????????????? ?????? ???????????? ??? ????????? ???????????? ??????????????? ?????? ????????? ????????? ?????? ?????? ????????? ???????????? ????????? ????????? ????????? ?????? ?????? ?????? ????????? ???????????? ???????????? ??????. ??? ???????????? ?????? ??????????????????????????? ?????? ????????? ????????? ?????? ?????? ?????? ???????????? ????????? ????????????????????? ?????? ?????? ???????????? ?????? ????????? ????????? ??????????????? ??????. ?????? ??????, ????????? ??????????????? ???????????? ?????? ???????????? ????????? ???????????? ?????? ?????? ??????????????? ????????? ?????? ??????????????? ???????????????. ??????????????? ????????? ????????????????????? ?????? ????????? ?????? ??????????????? ???????????? ????????? ??????????????? ???????????????, ?????? ?????????????????? ????????? ??????????????? ?????? ????????? ????????? ???????????? ???????????????. ?????? ????????? ???????????? ?????? ????????? ??????????????? ???????????? ??? ?????? ??????????????? ????????? ?????????????????? ????????? ?????? ???????????? ?????? ?????? ????????? ????????? ?????????. The landscape of Korean arts and culture education has been changing rapidly since June 2006, when the Arts and Culture Education Supporting Act took effect. This political act significantly encourage and supports the creation and development of unconventional and innovative educational activities and programs in many cultural institutions across nation. This change has affected the traditional practices of cultural institutions such as museums, art centers and cultural foundations, whose educational missions had not been publically recognized as importnat. In the past few years, with the growth of new cultural educational programs organized by cultural institutions, significant numbers of new practitioners have been trained and employed to carry on these programs designed to enrich the cultural expreiences of diverse community menbers. From a year of involvement in developing an educational program in a leading cultural institution, the author can recognize the professional identities of this emering group of practitioners are distinct from those of teachers working in traditional discipline-based education systems. This paper presents a case study that explores the challenges and opportunities that have emerged from collaborative practices in cultural institutions. Five visual art practitioners who participated in a cultural institution's nine-month after school arts educational program were interviewed. This study focuses on: 1) individual practitioners' experiences related to the type of program, content structure, educational mission, and teaching and learning approaches; 2) how these practitioners developed learning and teaching strategies; 2) the challenges and opportunities that emerged from these individual practices. This analysis helps educators recognize unconventional ways of learning and emerging professional needs and gain critical insight into the context of Korean arts and culture education.ope