The purpose of this study was to develop an education program for a private museum by using a new technique so that it could be differentiated from other educational programs for museums as well as diverse culture & arts education institutions in this age when the roles of museums as educational institutions are highlighted. Furthermore, this study was aimed at exploring the ways to sharpen the competitive edges of museums while keeping their identity as educational institutions. To be more specific, this study targeted at the private special museums accounting for the majority of diverse museums in Korea was aimed at developing an education program for them in order to help them reinforce their identity and raison d'etre. For the above purposes, this study classified the objectives of the educational programs for private museums into professionalism, historicity, universality, plebeianness and regionality. Specifically, professionalism implies that the educational program should well reflect the special theme of the individual private museum by being associated with the relics, and historicity means that the educational program should help to rediscover and learn the history anew through the relics having some historic values. Universality implies that the themes of the private museums should be associated with life not through special objects or areas but through diverse objects and areas to communicate with people, and plebeianness means that the educational program should be designed to be more easily and interestingly understood and learned amusingly. Lastly, regionality implies that the educational program should help to publicize the regional community by using the museum itself or its collections, while enhancing its public nature. As a pedagogic well reflecting the above 5-fold objectives of the educational program for private museums, this study applied 'a story-telling technique associated with the relics' to develop an educational program for a private museum. To be more specific, this study reviewed the educational values of story-telling, and thereupon, examined the learning models of the story-telling and the relic story editing methods and thereby, developed a learning model applying the story-telling technique associated with the relics. The procedures of the development consisted of 6 stages in total: selection of a museum and analysis of its exhibits or relics, selection of learning goals, selection of theme and relics, designing of an educational program using the story-telling technique, organization of the program sequences through story-telling, and designing of detailed learning contents and activities. The educational programs thus developed consisted of 7 sessions in total, and it was operated every Saturday at Modern Design Museum for the period from Sep. 10 through Oct. 29, 2016. At the first session or at the stage of activities before the story-telling, some scenes of the movie 'Architecture' were used to help the subjects to be genuine 'freshmen' of a college' forming their own identity and thereby, the subjects heard diverse narrations about relics, while experiencing them in various spaces, to understand the meanings of the design in our life. For the period from session 2 to session 6 or at the stages when the subjects would experience major design activities delivering the relic stories, they were encouraged to be story-tellers themselves to associate their stories spontaneously with their life, their living environment and people to learn about design. At the session 7, they viewed the exhibits and videos showing their above activities to share their experiences with each other, while communicating among them. After the 7 sessions of the educational program, data were collected through questionnaire survey, interview, mind-mapping and subjects' review s to be analyzed. As a result, it was found that the educational program applying the story-telling technique had the following effects in terms of private museum education. First, subjects could be aware of the values of the collections at Modern Design Museum and its theme or the concept 'design.' Secondly, subjects could learn the Korean modern history interestingly through the relic stories. Thirdly, the special theme or 'design' was useful to deliver the theme 'love and consideration of others' to the subjects, who could well communicate with others. Fourthly, subjects' diverse media activities and experiences could be associated with the relic stories and as a result, they could be awakened of the museums as educational space. Lastly, it was perceived that the educational program could well be associated with the regional spaces to be more effective, while helping the local museums to enhance their roles in their communities. ，韩语毕业论文，韩语论文 |
