As the arts and cultural education Support Act is enforced, the interest in arts education in the public and private sectors surged. In the public sector over the past 10 years, social awareness about art education was spread through the arts and cult... As the arts and cultural education Support Act is enforced, the interest in arts education in the public and private sectors surged. In the public sector over the past 10 years, social awareness about art education was spread through the arts and cultural education policy, in particular with the demand for arts education in schools increasing - an encouraging result that shows that the R&D base of arts education has been laid. (Baeknyeong, 2015) In both the private and public sectors, support for arts and cultural education has been made in various ways. However, research on arts education in the private sector is in the minority compared to the public sector and basic research is still needed. Therefore, in this study, types of arts and cultural education that are operated or supported by corporations as their corporate social responsibility activity are organized on the basis of examples in the Federation of Korean Industries, small and medium-sized corporations casebook. Prior to looking at the examples, definitions and current status were organized in order to understand corporate social responsibility activity, and we also examined how businesses support the arts and culture, and the recent status of corporate support of arts and culture. And we examined the concept and value of arts and cultural education, and the status of arts and cultural education that is supported by the public sector. Relevant cases gathered were organized under several headings of objective, operations, support type, program type, and the targeted items. Businesses carry out social contribution activities as a part of their corporate social responsibility (CSR) and it is shown that social awareness improvements were regarded as a means of operating and supporting arts and cultural education, through human resources development, eliminating educational gaps and cultural differences, culture promotion, and arts and cultural educations. This can be interpreted as companies adding to the welfare of society by operating social contribution activities through arts and cultural education and also trying to contribute to national cultural promotion. As ways of operating arts and cultural education with these purposes, there was direct operation, collaboration and support. When directly operating, corporations construct programs using cultural infrastructure (human resources, facilities, etc.), or plan and direct their own programs through the volunteer activities of their employees. In cases of collaboration, corporations mainly pay the operating costs of foundations, public institutions, local authorities and NPOs. For the sponsorship, it is shown that corporations select the institutions or organizations that operate arts and cultural education and support their operating cost. Support types were organized and divided into cash and non-cash support, cash support is divided into directly hosted costs, operating expenses, prize money and scholarships, non-cash support is divided into material support and personnel support. Program types are described and divided into education, contest, scholarship program, and audition program. For education, it is divided into history education, awareness training, work experience education, combined education as well as arts education, and in case of contests and scholarship programs, new concept programs developed from simple forms such as awards and scholarships are found. Targets were studied based on age, region and social-stratum. Primarily, targets are children and teenagers, and there different programs available in the Seoul metropolitan area, specific regions and countrywide. It was found that most of targets are underprivileged, such as low-income, multicultural families, single-parent families or people with disabilities. While each type were divided and analyzed, it is seen that the corporations use arts and cultural education with an interest in the instrumental value of cultural arts, not in the education to train artists as was previously the objective. However, there are cases that participants of training programs for social awareness are somewhat not consistent with the objective, therefore improvement is needed. Also it is found that evaluations for the conducted education are not performed. It is considered that evaluation could enable review of the program conducted, find improvements to operate long-term programs, keep data and also help arts and cultural education academia. In addition, it is proposed to design programs that are connected to the region where the corporations are located to develop relationships with regions, and improve the image and favorability of the corporation. This is because there are extremely rare cases of programs operating at a region where a corporation is located, using its region’s personnel and material infrastructure, while there are many programs operated by targeting welfare facilities and institutions already in the region. Finally, a partnership with arts organizations is proposed. As a partner to build long-term relationships rather than short-term employment as an educator, it is more effective to develop a variety of programs. In this study, the operating system, type of support, program type, purpose and targets of arts and cultural education in the private sector were looked at by categorizing each type, on the basis of the arts and cultural education programs classified in the social contribution casebook of the Federation of the Korean Industries (FKI) small and medium-sized corporations, and arts and cultural education program in Korea Mecenat Association. Although there are limits, specific or detailed analysis was not performed and the effects of social contribution activities or educational effects were not presented, it should be helpful in future studies as a basis for upcoming research. References Baeknyeong (2015). The New 10 Year, Expected Prospect of Arts Education - Proposal for Objec
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