As the era of Neoliberalism and Cultural Diversity has been heightened, citizenship education, which pursuits to foster global citizenship, has become the conversation topic in the field of education. Arts and Culture Education for citizens has been g... As the era of Neoliberalism and Cultural Diversity has been heightened, citizenship education, which pursuits to foster global citizenship, has become the conversation topic in the field of education. Arts and Culture Education for citizens has been getting attention as the method with a view to achieving citizenship education. Arts and Culture Education for citizens, the one branch of Arts and Culture Education in society, is initiated when a citizen with subjectivity participates autonomously in the regional community. On the contrary to other areas of Arts and Culture Education in society, it emphasizes the role of the citizen to be a creator rather than only a passive cultural consumer and its core education objective is ‘cultivating citizenship through cultural arts performances’. In other words, Arts and Culture Education for citizens has to carry out tasks that derive continuos growth and vitalizations from systematic and objective assessment of various change in participants who join cultural arts activities in the regional community. However, in order to handle disparate concepts simultaneously, ‘Arts and Culture’ and ‘Citizenship’, the need of new teaching and learning theory is magnified. Therefore, this study proposed ‘Carnival Pedagogy’ considered lately the new teaching and learning theory to examine Arts and Culture Education for citizens. Then, two subjects for inquiry were given, drawing the conceptual map and developing rubric for program assessment on the basis of Carnival Pedagogy. The former one can lead to the desirable direction of Arts and Culture Education for citizens and the latter one allows experts and participants in the program to assess effectively. For the first subject for inquiry, drawing the conceptual map of Arts and Culture Education for citizens, core keywords of Carnival Pedagogy were deduced from literature review and were verified by two case studies of organizations that run actively Arts and Culture Education for citizens and FGI(Focused Group Interview) with experts. After this, 14 core keywords were placed as subelements under four phases of program(awareness-expression-performance-growth) that is an analytic frame of Arts and Culture Education for citizens on the basis of Carnival Pedagogy. Then, by drawing the conceptual map of Arts and Culture Education for citizens including all contents of core keywords, this study implied its educational value and intention point. In terms of the second subject, developing rubric for program assessment, two kinds of rubric were developed, analytic and general form to let organizations make the best use of it regardless of what contents and what program they have. Delphi survey was conducted with 12 experts so as to prove validity of rubric, and due to verify reliability alignment of assessments among assessors was measured by applying rubric in an authentic place of Arts and Culture Education for citizens. As the results, both of validity and reliability were high and its effectiveness was corroborated. What this study signifies can be summarized like the following. Above all, educational value and signification of Arts and Culture Education for citizens, dubitable before, becomes specified in the view of Carnival Pedagogy, and subelemets and assessment factors for each learning phase of Carnival Pedagogy are systematized. Therefore, the conceptual map and rubric have potential to be applied in not only the field of Arts and Culture Education for citizens but also any other fields that Carnival Pedagogy can be implemented in order to bring value of educational performance extending to civil performance. Furthermore, this will be helpful to follow-up studies relating exploring educational signification and developing assessment tools of Arts and Culture Education for citizens, and it will lead to general qualitative improvement as well. Critical awareness about suppression, and pursuit of liberation that Carnival Pedagogy aims are concepts that represent formal attributes of humans. Thus, Carnival Pedagogy can function appropriately to observe and analyze all behavior to solve social oppressive situations and consequential change in the future. When considering the situation that organizations for Arts and Culture Education for citizens seek the way to secure their sustainability from supporting projects by nation or companies, researches relating making balance among scales and ranges of supporting projects for elite art and art in life need to be investigated. According to what Carnival Pedagogy implies, such as beneficialness that an aesthetic feature of art influences on humans, and social praxis of learners forming by pleasant arts and culture education, needless to say, both dissemination of art and extension of subjects for education to make anyone enjoy in life are important. ，免费韩语论文，韩语毕业论文 |
