• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.1011-1032
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• 2011

For recently training the creative convergence talents, 'art education' is being greatly noted at home and abroad. In the meantime, this art education, which is being paid attention now as the educational trend of 'new alternative' in international society, has great difference in the aspect of objective, contents, and an operating method from the traditional art education in the past. Accordingly, this study analyzed and introduced the international art-education trend in a new concept, pointed out problems of art education as a part of activating the art education at elementary and middle schools, which is being driven now by the government, and of the integrated art education in the science technology field like STEAM, and suggested the desirable art-education orientation direction of satisfying the historical and social needs hereafter.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.51-69
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• 2010

This research involved the conducting of an experiment in order to determine the relative effectiveness of constructivist science education when integrated with art experience and constructivist science education for young children. Forty-one children of five years of age in two daycare center classes were assigned to experimental and comparative groups. The experimental and comparative group participated in 15 units. The experimental group participated in science education integrated with art experience, while the comparative group participated in science education. The analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for science process skills and attitudes. This indicates that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that incorporating constructivist science education activities with art experience are good activities for developing young children's science process skills and attitudes.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.233-244
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• 2005

This study examined the effect of visual art appreciation integrated with expression(integrated art appreciation) upon young children's drawing expression. The pretest-posttest control group design was chosen for the study. Twenty kindergarten children assigned to the experimental group were exposed to a program of integrated appreciation activity for 10 sessions. Another group of 20 kindergarten children were assigned to the control group taught by the traditional art teaching methods. Analysis of Covariance was applied for data analysis. Children in the experimental group showed higher scores in such drawing expressions as line, color, shape, composition, and theme.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.473-484
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• 2013

The purpose of this study was to develop science and art integrated program to improve the creativity of scientifically gifted elementary school students. This study was to develop science and art integrated program to enhance the creativity of these subjects. This program was consisted of 30 lessons covering 10 topics. It was developed of five stages including the observation stage reflecting the characteristics of the right hemisphere relevant to creativity, the interest and curiosity stage, the experiment design and performing stage, the internalization stage, and the stage of expressing arts. This program was applied to 20 senior gifted students in Y Elementary School in Gyeonggi province. Torrance Tests of Creative Thinking(TTCT) was used in order to investigate and measure the effectiveness of the program before and after its use in class. The results of this study are as follows: First, this program showed results of significant improvement of creativity of scientifically gifted elementary school students after its use in class(p<.05). Second, it was significantly effective in increasing their creativity, especially in the subdomains such as originality, abstractness of title, and territory of resistance on hasty conclusions after its use in class(p<.05). Third, it was significantly effective to increase the Creativity Index that represents creative potential(p<.01). In particular, emotional expression, internalized visualization, unique visualization, and richness of the imagery emerged. This study implies that the science and art integrated program was closely related to the right hemisphere of the features enabling the subjects to create new ideas, new things, and new reactions. In addition, this program is expected to contribute to activate the brain areas of creativity for gifted students in the science field.

• Journal of the Korea Society of Computer and Information
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• v.28 no.12
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• pp.281-288
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• 2023

This study aimed to develop an integrated arts education program for improving AI literacy among elementary school students. First, we developed two thematic programs that are research on the goals of the art, music, physical curriculum in the 2022 revised elementary school curriculum, and a matrix of goals and elements of integrated art education. The developed program was revised and supplemented through the first expert validity test, and the second revision was made based on the results of students' AI literacy pre/post-test and satisfaction survey with the program. Finally, the final program was developed through the third expert validity test. We hope that the developed program will be used as a convergence education program to cultivate AI literacy in elementary school students.

• Cartoon and Animation Studies
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• s.20
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• pp.15-29
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• 2010

Art & Culture Education for improving quality of life and cultural empowerment through the enjoyment of culture and the arts has spread as a variety of programs. However, Art & Culture Education in school has problems in the aspect of functional and superficial contents and ways of class. To achieve the ultimate purpose of Art & Culture Education and to take place as a effective education, quantitative growth in addition to qualitative depth should be considered. The purpose of this study is to develop the integrated Art & Culture Education model in elementary school curriculum using short animations of Korea, for improving the quality and vitalization of Art & Culture Education. For the interdisciplinary education short animation can be an effective asthetical teaching material, which transmits the world view, personality, social and historical reflection of the director. (2003) is a modern interpretation of a myth, which is Woncheongang Bonfuri from Cheju, and folkore paintings. This film can be such a stuff for the interdisciplinary class Korean and Ethics that language intellect and reflection intellect can be motivated. Moreover the thoughts and feelings about the film can be formulated in text, toon, painting that students can extend their language intellect and space intellect. communicates typically korean emotion and nature with its rural atmosphere and boy figure. With this film we can deliver a interdisciplinary class of science and art.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.567-580
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• 2013

This study is to activate gifted students' brains for creativity ability and also an integrated science and art teaching program. The learning programs integrating science and art, which have 30 periods and 10 topics on art and the knowledge of science, were developed dependant on five steps - observing, having interests and curiosity, experimental designing and performing, internalizing, and expressing in an arts-based manner. This programs were applied to 20 senior gifted students in Y Elementary School in Gyeonggi province, by one group pretest-posttest design. The results from these integrated programs of science and art are as follows: First, in the performance of science tasks, prefrontal lobe(F7, FT7) of left brain increase the relative power of theta wave, whereas in the performance of drawing tasks increase the relative power of beta wave in prefrontal lobe(FP1) of left brain, bilateral frontal(F7, F3, Fz, F4, F8, FT7, FC3, FCz), bilateral temporal(T7, TP7, TP8, P7), parietal lobe of left brain(CP3, CPz, P3, Pz), bilateral occipital(O1, Oz, O2). Second, in the performance of science tasks, the relative power of beta wave activity in the left temporal lobe(T7) of the brains of talented students in science significantly decreased whereas it was greatly activated in another part, the left frontal lobe(F3) of the brain (p<.05). Third, in the performance of drawing tasks, the relative power of theta wave activity in five areas of the brain, namely the left temporal lobe(T7), the left frontal lobe(F3), the right frontal lobe(F4), and the left and right parietal lobes of gifted students in science who took the course of the integrated programs, was considerably increased statistically(p<.05). On top of that, these programs were especially effective in balancing the symmetrical development of both cerebral hemispheres by multiplying theta wave activity in the frontal lobes(F3, F4) and the parietal lobes(CP3, P3, P4), which are particularly related to creative thinking. According to the results of this study of brain-based teaching strategies combining science and art, it is an effective program to develop overall activate gifted students' brains for creativity ability. This is expected to be utilized to activate the brain areas for creativity of gifted students in science.

• Journal of Science Education
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• v.38 no.3
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• pp.691-702
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• 2014

The purposes of this study were to develop the Interactive art STEAM program integrated science and art and to investigate the interest and perception of the elementary school students about the STEAM program. The Interactive art STEAM program was developed by the STEAM program team consisting of science education specialists, an art education specialist, and classroom teachers. The program included the science concepts which were relevant to the indicator reaction of acids and bases. The STEAM program had 3 steps: seeing the many interactive arts related to the program, and imitating the interactive arts, then creating new projects with the interactive art. The program was administered to a small class consisting of 11 $6^{th}$ grade students of an elementary school in S city. The results showed that Interactive art STEAM program improved students' interest about science and art classes. Also the students convinced that science and art could be integrated through the experiences of the Interactive art STEAM program. They were satisfied with the program and wanted to participate in another STEAM program.

• Cartoon and Animation Studies
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• s.31
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• pp.29-55
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• 2013

In the contemporary modern society, information and knowledge generate a set of new social values. These changes demand a transformation not only in socio-cultural and educational spheres, but also, specifically, in the field of culture and art education. Culture and Art education emphasizes the integration and cross-discipline of other related fields which have great impact on culture and arts. This study applies theoretical analysis of Animation education in the context of culture and art education. Animation education takes an interdisciplinary approach to integrate various subjects in the field of culture and art education. Animation, as a form of culture and art education, plays an educational role in the social classroom. Animation education should be developed and expanded to become a regular classroom course. The goal of Animation education is to pursue and develop a connection with other educational courses of study. In order to strengthen the role of Animation education, we should first re-structure the pedagogical role of Animation education. Secondly, Animation education needs to become a diversified and popularized education. Third, the cultivation of creative human resources is considered of vital importance to Animation education. Finally, the expansion of infrastructure and the establishment of a comprehensive support system for Animation education has to be established.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.901-907
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• 2024

The desire to be beautiful naturally focuses on aesthetics, and the beauty industry is growing significantly accordingly. Among them, art makeup is developing in the beauty field as a creative and experimental art field that breaks away from the fixed framework centered on color and expression. Art makeup is a field that requires research on a new artistic form of art makeup that applies formative principles through design ideas based on integrated arts such as fashion, architecture, and art according to formative principles. Formative principles were classified into balance, unity, emphasis, and rhythm, and practical cases based on his applied integrated arts were divided into landscaping, architecture, flowers, painting, fashion, and interior design, and art makeup design using formative principles was analyzed. Accordingly, we aim to contribute to the development of new designs by explaining how makeup design forms that apply formative principles are being applied in the field of art makeup, exploring expansion into creative areas, and providing academic theoretical foundations and basic materials for the development of art makeup.