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Suggestions for Mentoring-based Art Education Considering the Characteristics of Domestic Adolescent Education Environment - Comparative Analysis of Domestic and Foreign Prior Research -

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2024, 9(1), pp.133-157
  • DOI : 10.23041/jsst.2024.9.1.006
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : January 3, 2024
  • Accepted : February 28, 2024
  • Published : February 28, 2024

Kim, Yeim 1

1서울대학교 대학원

Accredited

ABSTRACT

This research aimed to propose a direction for art education mentoring in Korea, taking into account the characteristics of domestic youth educational environments to enhance the effectiveness of domestic art education. To achieve this goal, we examined the characteristics of domestic youth educational environments and analyzed 10 domestic precedent studies and 10 overseas precedent studies published after 2010, focusing on keywords such as “art”, “mentoring” and “education.” Analysis of the of domestic youth educational environments revealed the increasing importance of providing high-quality education for teenagers owing to factors such as low birth rates, deepening income polarization, socio-cultural changes, and advancements in IT technology. Tailored education methods for each teenager, were emphasized, highlighting the value of creative and differentiated knowledge, over fragmented knowledge. Analysis of domestic and foreign precedent studies indicated that domestic research aimed at mentoring-based art education directions partially aligned with the characteristics of domestic youth educational environments (emphasizing high-quality, tailored, and innovative knowledge). However, shortcomings included a lack of comprehensive analysis, specific methodology, and consideration for innovative art education methods. In contrast, overseas studies focused on establishing a common foundation practical measures, and innovative mentoring approaches distinct from existing art education methods. They proposed new mentoring education directions by verifying, reflecting, and expanding existing methods. On the basis of these findings, this research suggests several recommendations. First, a common foundation for mentoring-based art education, must be established to create an ecosystem that provides high-quality and tailored education. Second, existing approaches should be modified, supplemented, and expanded to actively use verified methods. Third, the integrated function of art education mentoring must be applied to positively impact understanding, learning motivation, and attitudes toward other academic fields.

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