21세기가 요구하는 자율적이고 창의적인 인간을 육성하기 위하여 창의성이란 매우 중요한 개념 중의 하나이다. 창의성을 바탕으로 한 다양한 능력들이 올바른 인성과 도덕적 판단력과 함께 작용한다면 타인과의 관계 및 소통을 더욱 향상 시키고 나아가 밝은 사회를 만들기 위한 교육적 전략이 될 수 있을 것이다. 이에 2009년 교육과학기술부에서는 그동안 진행해온 창의성교육에 인성교육을 덧붙여 ‘창의?인성교육’의 기본 방안을 발표하였고, 추구하는 인간상을 ‘창의성과 인성을 갖춘 인재육성’이라고 하였다. 이러한 창의?인성교육의 실천적 적용을 위한 연구는 미술교육에서도 구체적인 교수-학습방법으로 논의되고 있다.
This is a study of comprehensive learning method restructuring Jatagongin Character Education Project produced for Moral subject classes as a part of ‘Development of Human Resources with Creativity and Character’ the goal of 2009 Revised Educational Curriculum for the subject of Art. According to the stages of ‘Character education project authorizing both oneself and others’ which is character development education such as ‘self?respect,’ ‘consideration for others,’ and ‘Development of Sense of Community,’ it selected 10 themes focusing on the formativeness of traditional paintings and performed 30 classes (for 8 weeks 4 classes per week) on 30 Grade 2 students in Y Middle School in Art classes under concentrated completion scheme. This study explored ‘the process of changes acknowledging difference through recognition and practice’ of Chuang?tzu’s communication philosophy with different perspective from conventional traditional learning methods. In ‘character communication,’ through self?reporting questionnaire related to personalities, acknowledging difference between self and others, positive responses were shown in changes in personalities by recognition and practice such as confidence (selfrespect), consideration (respect for others), sense of responsibility, and cooperation (sense of community) through self?reporting questionnaire related to personalities. In ‘Creative Communication’ which is related with learning of traditional paintings, positive changes on the acknowledgement of difference between cultural communities and results of learning activities were found.