• Journal of Science Education
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• v.38 no.2
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• pp.376-400
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• 2014

This study aims to examine the current status of Korean and overseas science and arts convergence programs in and out of schools to apply them in school education settings and to learn about the characteristics of overseas programs through case studies. In addition, it explores implications of the current domestic and overseas for implementation in schools. For this study, we selected 193 domestic in-school science and arts convergence programs and 106 domestic out-of-school programs. For the overseas programs, we selected those conducted by the government, research institutes, science halls, and art galleries. We also analyzed the domestic in-school programs by type of students, operation hours, areas of convergence, and the function and role of arts activities. We analyzed domestic out-of-school programs by operation time, operation method, areas of convergence, and type of activities. Moreover, we examined the overseas programs in terms of their program developers, goals, and characteristics. These findings suggest that in order for science and arts convergence education to become well established in Korean schools, it is necessary to develop programs that can be incorporated into the present science education curriculum, rather than individual content or a single class on science and arts convergence, and to diversify the range of programs. In addition, out-of-school programs should be actively considered, and intense discussions on the use of program activities and teaching materials are needed. Finally, research institutes and educational institutions should be closely linked to achieve a common goal.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.890-902
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• 2012

This study intended to analyze science-arts integration activities in science textbook and explore the artistic elements of science-art integrated activities. For this purpose, we selected science-arts integration activities in elementary science textbooks of Korea by revised curriculum in 2007. We analyzed them by the type, the function and the role of arts. The analysis of artistic element was based on 'design element' suggested by Baron & Eisner. Results revealed that the science-arts integration activities were using a visual art form than any other and the role of arts was mainly to apply science concepts. Through the artistic element analysis, we found that most activities were emphasized on 'empathic understanding' category than other categories. Based on the results, science-arts integration activities with more diverse form of art should be developed. Also the artistic element should be considered in developing future science-arts integration activities.

• Information and Communications Magazine
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• v.34 no.2
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• pp.83-87
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• 2017

오늘날의 예술은 과거보다는 그 경계를 넓혀 점점 더 빠르게 과학정신에 가까워져가고 과학에 의한 기술과 그 발전이 예술창작에 중요한 매개(Medium)로 작용하여, 과학기술에 의한 인류문명의 격변을 예고하고 있다. 이에 예술가들은 과학기술을 하나의 '새로운 감수성'으로 받아들여 포스트 휴먼(Post human)시대에 인류가 꿈꾸어왔던 새로운 문화를 창조해 인류의 정체성(正體性)을 재정립시킬 것으로 여겨진다. 나는 순수 예술가로서 홀로그램 기술을 응용한 현대예술(회화)을 실험하는 과정에 있으며, 과학적 실험실에 예술적 감수성을 버무려'새로운 패러다임의 예술적 감수성'을 증명하고자 실험하는 작가이다. 이것은 과학과 예술의 융합을 통해 하나의 사회적 공동체로서 함께 인류문명에 기여할 수 있는 어떤 사유(思惟)의 형상화이며, 과학과 그 기술이 예술과 더불어 인류의 미래를 이끄는 혜안(慧眼)이 되어주길 바라는 기대이기도 하다.

• Journal of Science and Technology Studies
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• v.5 no.1 s.9
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• pp.1-30
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• 2005

In recent times, artists rely increasingly on science and technology, whereas scientists frequently use such an aesthetic tenn like 'eauty.' This shows that the gap between the 'two cultures' are narrowing down due to the necessity of both sides. The historical interaction between science and art has been extensively discussed by the historians of art and those of science. As the complexities of scientific and artistic practices were uncovered, similarities between them were also revealed. The goals of this paper, which explores the relationship and interactions between science and art, are the following three. The first is to bridge the gap between the two cultures (i.e., science and art) by disclosing the mutual influences between them. Second, drawing on recent works on the nature of scientific and artistic creativity, this paper aims to show some similarities and even common factors between scientific and artistic creativity. Finally, by highlighting similarities and common elements between scientific and artistic creativity, this paper will emphasize the role of imagination, insight, emotion and visualization not only in art but also in science.

• The Science & Technology
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• v.29 no.3 s.322
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• pp.34-35
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• 1996

예술이란 특수한 분야지만 시대와 환경에서 고립되어 존립할 수는 없다. 과학은 가정을 전제하고 예술은 무를 바탕으로 삼는다. 이 두길은 다같이 꿈을 먹고 살아가는 외로운 길인데 남녀가 짝이 되어 살아가듯 차가운듯한 과학적인 부정과 따스한 예술적인 모성에 서로 보완해 준다면 이 두길은 밝게 빛나는 한길로 합쳐질 것이다.

• The Science & Technology
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• v.32 no.10 s.365
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• pp.27-27
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• 1999

과학과 기술, 통신의 급속한 발달은 새로운 매체의 예술을 가능하게 한다. 컴퓨터의 마우스를 움직여서 색상을 선정하고 원하는 선이나 형태를 선택하며 편집하고 조합하여 미술계에도 디지털미디어가 새로운 표현수단으로 이용되고 있다. 이렇듯 컴퓨터와 인터넷을 통한 예술은 새로운 세기의 문화의 상징으로 전세계를 네트워크로 구성하는 또다른 예술형태를 창조해 내고 있다.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.469-481
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• 2011

The purpose of this study was to find the recognition and opinions of gifted students, as well as their parents and teachers, on applying the artistic components to current educational programs for high ability students, gifted in mathematics and/or sciences. Questionnaires were distributed to 84 gifted students, 59 parents, and 23 teachers in elementary schools in Seoul Metropolitan area. Findings of this study include: (a) More than 1/4 of gifted students in mathematics or sciences reported that they are talented in both math/science and arts, (b) most of students, parents, and teachers believe that arts education is useful for cultivating academic talents of gifted students, (c) gifted students and their parents prefer 'Science and Arts School for the Gifted' to 'Science School for the Gifted', if both options are available.

• Proceedings of the Costume Culture Conference
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• 2003.04a
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• pp.45-46
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• 2003

지난 30년 동안 서구과학계는 엄청난 변화의 물결이 일어났다. 과학은 무미건조하고 어떤 감동도 주지 못하며 예술과는 거리가 멀다고 생각해 왔다. 그러나 과학과 예술과 함께 자연을 경험하는 두 가지 상호 보완적인 방법의 하나로서 최근 자연 속의 복잡한 모양이 내재하는 규칙을 이해하려는 프렉탈 과학을 통하여 과학과 예술간의 실제적 접목이 여러 가지 방향으로 시도되고 있다. 우리의 미적 감각은 자연에 나타나는 질서와 무질서의 조화로운 배열에 의해서 영감을 받는다. (중략)

• The Science & Technology
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• s.471
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• pp.90-91
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• 2008

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.586-603
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• 2012

This study is a survey conducted to explore what art high school students specifically see as nature of science. Third-year students of a high school of arts in Gyeonggi-do participated in the survey. The questionnaire was classified into three categories - the formative arts in the fine arts, the sound arts in music, the performing arts in dance, and drama and play. The study analyzed what they think of as similar aspects of science and art respectively according to their majors, with focus on the extracts. As a result, they mentioned 'creative imagination', 'correlation with technology', 'social and cultural relation', 'subjectivity', 'variability', and 'inquiring attitude' as similarities between science and art. The results are almost the same as the elements of the nature of science as agreed on by scientists. From the result, we can assume that students majoring in art, indeed, need an education on the nature of science. Also, while the fine arts students have more tendency to perceive inquiring attitude than others, music students are more likely to perceive variability than others. Therefore, teaching strategy in experimental inquiring context for the former is more helpful in understanding the nature of science, and teaching strategy in the context of scientific history for the latter.