| 초록 |
The biggest paradigm shift in Korean education happened when creative education was emphasized through education reform in 1995. Subsequently, the 'Basic Plan for Creativity and Personality Education' was announced in 2009. The international community tends to emphasize the importance of education for 'cultivating creative talent', as the global economic paradigm shifts from the industrial and economic centers to the cutting-edge knowledge economy centered on innovation, creation, information, and knowledge. In the field of crafts, it is necessary to study various viewpoints on the advancement of expertise and the direction of convergence education by reflecting this trend at the turning point in the experience-oriented era where anyone can experience crafts. The purpose of this study was to find the direction and reference point of the craft convergence education for the popularization of crafts by analyzing concepts that include “crafts education”, examples, processes, and structural precedent research intensively. As a research method, interviews were conducted with experts in related fields to promote creativity in crafts and collect opinions on convergence education. Afterwards, the educational process was induced, which approached it with an extended craft concept including maker utilizing design thinking-based creative workshop process. For the study, 42 out of the 107 significant data from prior studies related to craft education published in the past 10 years were used. They were classified based on 5 educational targets: infants, elementary school students, secondary school students, college students, and adults. Then, the main common keywords were identified by analyzing the contents of craft education of the previous researchers. As a result of examining the direction of craft education in three aspects such as targets of education, the subject of education, and the contents of education, it was found that the concept of craft is expanding into makers. In addition, four craft education implications were drawn: the lack of research in integrated education in the craft field, the lack of understanding of convergence knowledge in connection with industry, the need to study the changing technology grafting process, and the importance of researching alternative programs for the general public. Based on the findings, it is tried to propose the process of maker education by linking the direction of the craft education that was drawn up with the industrially activated Design Thinking. Accordingly, among design processes, we focused on the W-I-P-R (Word-Image-Prototype-Role Playing) process, which can be applied to objects of various backgrounds and can be used by extending the basic model according to the field. In order to find an efficient way to combine the design process and craft, we interviewed craft experts, design experts, W-I-P-R experts, and maker training experts to gather expert opinions on the maker training process. After comparing and analyzing the process of design education and maker education by reflecting the results of the interview, the concept of each step was organized to construct a creative process applicable to both the public and experts. As a result, three expected effects were presented: demonstration of individual creativity, utilization of means of communication between fields, and opportunity for market entry through the applying the W-I-P-R-W? maker process. |
