Various ethnic groups living together is a phenomenon seen frequently in many countries, due to the globalization process. These nations make a lot of efforts in order to maintain and protect their unique culture, even though diverse culture is mixed... Various ethnic groups living together is a phenomenon seen frequently in many countries, due to the globalization process. These nations make a lot of efforts in order to maintain and protect their unique culture, even though diverse culture is mixed in together. I presume that South Korea is also making efforts in various fields to promote the development of its own culture. However, due to the historical events that South Korea has been through within about a century, in the environment it is somewhat more difficult to have an attachment and interest in developing our unique culture than it is in other countries. So I think the pride and the eagerness to develop the traditional culture might have been lacking in comparison with the excellence of the culture. Based on this study, I would like to develop a program focusing on art expression activities focusing on Korean seasonal customs by analyzing the traditional culture-related information shown in the textbook, as well as consolidating the theoretical foundation for the importance of traditional cultural education. Art expression activities are one of students’ favorite activities and this study approached those differently from the curriculum in other subjects such as music, physical education, and social studies, which only covers traditional games and folk songs. First, I have looked at the integrated curriculum of first and second grade textbooks and 8 integrated textbooks covering the four seasons, the art curriculum in third to sixth grade, and 12 art textbooks, and tried to extract traditional cultural elements from them. Then, I chose appropriate materials and matched those with art expression activities. Based on a variety of strategies, I have reconfigured the textbook. In this study the theme based learning models have three steps; seeing the topic, learning subjects and wrapping up. There are three principles in choosing the materials. First, I have considered materials reflecting the lifestyle of our ancestors that corresponded to the four seasons, second, I tried to present Korean customs which are familiar to the students, in some cases even if they are forgotten or are disappearing from in our lives. Third, I have selected materials considering the activities that can cause interest at the relevant stages of the children’s development. Based on this, the Korean seasonal customs that I selected are Ipchun, Samjinnal, Hansik, Chopail in spring, and Dano, Yoodoo, and Chilsuk in summer. Thanksgiving, Jungyanggeol, in fall, Dongji (Winter Solstice), Lunar New Year, Daeboreum, in winter, making a total of 12 kinds in grade 1-2. For grades 3-6 Ipchun, and Chopail in spring, Dano, andYoodoo in summer, Thanksgiving, and Jungyanggeol in fall, and Lunar New Year, and Daeboreum in winter were the selected festivals. This study, which is a Korean seasonal custom theme - based learning program focusing on art expression activities, has been developed based on the seasons for the second, fourth and 6th grade students. Here are the principles of the program development. First, I created a continuous program for internalization rather than short-term training. Korean seasonal customs represent ancestors’ daily life according to the seasons, so it will be more effective as a long-term program, rather than as a piecemeal approach to dealing with the customs, if students are to understand the culture and traditions and develop positive attitude toward them. Second, I created it taking into account the linkage with real life. Most of the many activities taking place in schools should aim to develop a desirable human character in the context of the educational curriculum. Just knowing and feeling what you have learned in school will be insufficient for the growth of the child as a whole person in harmony with Jideokche. The education is most effective when it is applied to real life. It will be more meaningful if the students are able to apply what they have learned in their real life with regard to the Korean seasonal custom theme - based learning program. Third, I have chosen the activities based on students’ grade level and appropriate art activities. You can do a variety of activities based on the customs of one season, and one theme could be used differently in different grades according to the students’ ability to express themselves and the materials and resources they use. Therefore, I avoid duplication of activities, and I have tried to organize the activities so that the students can participate in the activities without finding them difficult to understand. This study, the Korean seasonal custom theme - based learning program, can enhance students’ awareness of and familiarity with traditional culture and could also make a positive impact on students’ lives learned from their ancestors’ lifestyle and spirit. The traditional culture, like seasonal customs, were not only in the past but are also in the present. Through the study, by getting to know that the modern life and traditions coexist, students are going to able to understand that the customs of modern life are based on life in the past. Therefore, I hope this will provide a good opportunity to remind students of the value of our traditional culture in the form of a Korean seasonal customs through various and fun theme - based learning program. The present study program can be applied to the current curriculum and textbooks.
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