2009 개정 교육과정의 큰 특징 중 하나는 창의·인성교육을 중심으로 하며 ‘학년군’과 ‘교과군’을 도입하여 학기당 배우는 과목수를 8과목 이내로 줄여 교육과정 운영의 효율성을 추구하는 것이다. 이를 위해 미술, 음악 교과는 예술로 묶어 ‘예술(음악/미술) 교과’로 되었다. 새롭게 등장한 예술(음악/미술) 교과의 의미와 현장에서의 적용방안에 대해서는 많은 논의가 있지는 않았다. 사실 개정 교육과정에서는 ‘교과군’보다는 한 학기, 한 학년에 교과내용을 집중적으로 가르칠 수 있는 ‘집중이수제’에 더 많은 관심이 집중되어 예술(음악/미술) 교과가 교과군으로서 어떻게 실천되어야 할지에 대한 충분한 검토가 있지는 않았다.
The purpose of this study is to discuss suggestions for integrating arts in 2009 National Curriculum Revision. Many educators have been concerned about school reform regarding teaching fragmentation of knowledge of subject areas to work across curriculum divisions. The term of arts(music/visual art) could be problem because of the lack of consent among educators, art educators, music educators. We need to conceptualize arts(music/visual art) in curriculum to investigate approaches to curriculum integration of arts(music/visual art). There are few national guidelines regarding curriculum around arts in other countries. Arts could be conceptualize in two ways such as education through arts and education within each area of arts. Students can learn with the arts; that is, explore subject matter with the aid of an artwork. Learning about the arts means a subject in and of itself. There are growing needs of comprehensive integrated curricula that explore themes and issues driven by students through problem-solving and inquiry based projects. The author suggests ways to practice in arts(music/visual art) in integrated curriculum. Issue-based arts integration could be to eliminate boundaries between schools and communities and could make connections across subjects to develop a nurturing and relevant learning environment. Examples of unit plan including issues as caring others, gender equality, and multi-culturalism in arts(music/visual art) curriculum are provided. Teacher education regarding curriculum integration and partnership with artists are significant to develop curriculum that is relevant to students' lives.