교육과정 개발은 학생을 위한 교육활동에 대한 계획과 설계가 이루어지는 과정을 의미(소경희, 2000)하며, 국가, 지역, 학교, 그리고 교사수준에까지 다양하게 이루어지고 있다. 교육과정이 교과, 학습자를 중심으로 개발되어 질 때, 각각 관련된 역사와 철학을 갖고 있으나 학교에서 교육과정 설계는 혼합되어 나타나므로 현실적으로 그 유형을 구분하는 것은 매우 어렵다(박현주, 2005: 126).
The purpose of this study is to develop and apply a curriculum integration teaching-learning program through key ideas in elementary art education, test validity of the program, and suggest a method of curriculum integration. The program was implemented in a total of 11 sessions based on learning elements in Unit 6 of each subject with 36 fifth-graders at D Elementary School in Guro-gu, Seoul. Quantitative and qualitative evaluations were conducted to get information in order to improve the developed program and secure validity as follows: First, a paper-pencil test was carried out for attitudes toward art and academic achievement to see if there were statistically significant differences between two groups. For statistical data processing, SPSS ver 13.0 was used, with the significance level set at .05, and independent sample t-test was carried out for differences between the experimental and control groups. The analysis of evaluation following implementation of this program produced the following results. First, there were significant differences at the .01 significance level (t=-3.549) in attitudes toward art between the experimental and control groups, with the former showing a higher mean than the latter Second, there were also concrete cases with positive changes in fifth-grade learners' entire perception and attitudes toward art through their self-evaluation and the qualitative test by teachers' observation during implementation of the program. The results show that the teaching-learning program developed for curriculum integration of art with music, physical education, social studies, and Korean can serve to achieve the goals of cultivating expression and appreciation capability, developing creativity, cultivating aesthetic attitudes, understanding a visual surrounding world with critical thinking and an artistic vision, and getting an ability to cope objectively with it for fifth-graders.