• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.111-151
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• 2017

The purpose of this study is to investigate the perception and actual condition of early childhood teachers about the activities of cooperative art in early childhood education institutions. The subjects of the study were 280 teachers of early childhood education institutions in Y city. The research method was a questionnaire survey on the perception and actual condition of the cooperative art activities. For the research problems, frequency, percentage, and average were calculated by using descriptive statistics, and t - test, F - test, and ${\chi}^2$ - test were conducted to examine the differences according to background variables of early childhood teachers. In conclusion, this study showed that the need for cooperative art activities of early childhood education institutions was highly perceived, and there were significant differences according to the background variables of teachers in educational goals, contents and method. There were significant differences according to the teachers' background variables in the actual cooperative art activities in terms of frequency, method, time, evaluation method, teacher training and support. Based on the results of this study, various supporting methods such as activities plan and method, teacher education and training appropriate for the cooperative art activity program and the presentation of young children are sought so that more desirable and efficient cooperative art activities can be operated in the field of early childhood education suggesting that it should be done.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.309-317
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• 2019

This study examined the effects of cooperative art activities according to visiting a forest on fulfilling young children's leadership ability and happiness. To achieve this, a study was conducted on experimental and non-experimental groups of 20 young children in classes A and B at S kindergarten, and also a group of children of the same age in a similar environment. The 16-session forest experience play activity program was planned for conducting research on the children's leadership ability and happiness fullness when using the Nuri curriculum, and this was carried out on the experimental group for 2 months. The pre- and post-analyses were carried out on the non-experimental group after outdoor activities on the topic of the Nuri curriculum-related activities. The results were as follows. First, cooperative art activities through the forest experience had a positive effect on the children's reinvention ability, human relations, goal achievement and direction power, which are all sub-factors of their leadership. Second, cooperative art activities through the forest experience had a positive effect on positive emotions, commitment, personal relations, meaning and achievement, which are sub-factors of their total happiness. Overall, their cooperative art activities during the forest experience were judged to be facilitating factors that have a positive effect on their leadership and happiness fullness.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.78-91
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• 2022

The importance of emotional intelligence education in the development of children's augmented reality education content is overlooked. Therefore, in-depth research is needed to develop children's emotional intelligence. This study was conducted through theoretical consideration and case analysis. The proposal of this paper is that the augmented reality type for children aged 2 to 7 is suitable for indoor activities with marking recognition technology. To promote an understanding of emotions, a large screen is selected, and emoticon dolls or emoticon books are recommended for learning content. Children aged 7 to 11 are suitable for indoor activities of non-marker recognition technology, and can induce emotional control and emotional recognition through active manipulation. For the learning content, "3D art teaching content" and "Online Classic Musical" are recommended. Children after the age of 11 are suitable for non-marker recognition technology outdoor activities and improve each element of emotional intelligence through interaction with nature and society. For the learning content, 'Forest Play Activity through Art' and 'EQ Theater Play' are recommended. Through this paper, we intend to promote the development of children's augmented reality emotional intelligence education.

• Korean Association of Arts Management
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• no.58
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• pp.179-204
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• 2021

Not only the consumption trend after the COVID-19 pandemic but also low financial interest rates have stimulated people to invest artworks. With the recent noticeable growth, art investments that mainly conducted by younger generation through online platform can be characterized by a fractional ownership in art market which means several people share one piece of artwork. This study explores 4 fractional ownership platforms in the domestic art market including Art Together, Art & Guide, Tessa, and Pica projects, using a business model canvas that describes nine key elements: Customer Segments, Value Proposition, Channels, Customer Relationships, Revenue Streams, Key Resources, Key Activities, Key Partners and Cost Structure. The four cases have similar business models, but the details of revenue streams are different. The key sources of revenue are the profit and commission of the work. Thus, maximizing the profit margin of artworks is the core of revenue streams, so selecting and purchasing highly profitable artworks are significant. Based on the analysis, there are 3 suggestions to continue fractional ownership platform businesses in art market successfully. First, it is required to have a long-term perspective on art investments, as a way to diverse asset portfolio. Second, business confidence should be increased to maintain customer loyalty. Third, the role of platforms as competent experts is important.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.159-166
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• 2015

STEAM is a multidisciplinary education program which intended to promote creative thinking by combining studies in the arts and STEM(Science, Technology, Engineer, Mathematics) fields. STEAM education can bring out creativities in students through educational activities of integrating and combining diverse studies. In this research, we integrated the educational elements of science, technology, engineering, mathematics, and arts using robots and then developed an educational program that raises the creative and character (focused on collaboration and communication) of students in a more fun and effective way. Using our developed educational program, we taught 6th grade students of an elementary school located in Seoul. As the result, most of students were found to be enhanced in their creativity and character after participating in the STEAM-based programming education course.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.175-186
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• 2014

This study investigated the influences of pair activity on characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. To do this, fourth graders (N=123) from one of the elementary schools were selected and assigned to individual science imaginary drawing (n=61) and paired science imaginary drawing (n=62) groups. The students of each group were administered the questionnaires. The analyses of the results indicated that pair science imaginary drawing was useful in some cognitive aspects (e.g., the understanding of science imaginary drawing, the diversification of topics and times, the generation of scientific ideas, and the elaboration of the pictures) and motivational aspects (e.g., the inducement of interest and intimacy about science, interest about science imaginary drawing, and sociability with friends). However, there were some limitations in positively changing the perceptions of some cognitive aspects (e.g., the acquirement of new scientific knowledge, the remembrance of scientific knowledge, the improvement of the ability to construct scientific logics, and the improvement of scientific imagination) and aesthetic aspects (e.g., the improvement of the abilities to express themes in drawing, paint the picture, and complete the works of art). In addition, the difficulties in imagining, selecting the subject, and expressing could not be overcome; a few disadvantages in the lack of discussion skills were also pointed out.