남북한 문화예술교육방법의 비교: 정부간행 잡지 기사를 중심으로

유선아,박주연,신형덕 아시아.유럽미래학회 2019 유라시아연구 Vol.16 No.3

One of the important values in the inter-Korean exchange and cooperation process is mutual understanding. In the process, it can be seen in the process of German unification that culture and art can play a role in maintaining the unity of members. In addition, cultural arts, which are closely related to the daily lives of the inhabitants, can change public perception through education. The two Koreas, which have different systems, have different goals for cultural and arts education. The ultimate goal of North Korea’s cultural arts education, armed with the party’s subjective aesthetic ideology, contributes to the construction of socialism, which is very different from the goal of cultural arts education in South Korea. However, cultural arts education methods, which are considered desirable in terms of daily cultural arts education activities, may not necessarily be subject to the political orientation of the two Koreas. For example, detailed educational methods of cultural arts education, such as fostering creative artists or fostering professional skills, can be achieved without being tied to the political systems of the two Koreas. The purpose of this study is to examine and analyze the educational methods in the actual culture and arts education sites of the two Koreas, instead of the existing researches mainly made in terms of educational policy and curriculum. To this end, this study compared the daily culture and arts education methods of the two Koreas by extracting the articles introduced by covering the desirable culture and arts education sites in the North and South Korea magazines. The data used in the analysis were ‘Happy Education’ issued by the South Korean Ministry of Education and ‘Art Education’ published by the 2.16 Art Education Publishers in North Korea. A total of 99 articles were extracted and compared according to the classification criteria. As a result, South Korea found an interesting finding that North Korea placed more emphasis on professional skills than North Korea, and North Korea emphasized autonomous learning compared to South Korea. It was also found that everyday cultural and arts education in North Korea is carried out in much more ways than the items suggested by the socialist arts education method. Through this comparison, this study suggested practical education methods in the field of cultural arts education of the two Koreas, and suggests implications for the integration process.

문화예술교육과 지역사회의 관계에 대한 문화예술교육단체의 인식연구: 지역특성화 문화예술교육 지원 사업을 중심으로

임학순 한국예술경영학회 2015 예술경영연구 Vol.0 No.36

This article is aimed at exploring the cultural and arts groups’ perception of the relationship between the cultural and arts education and the local community in the community based cultural and arts education policy programmes. The cultural and arts group is considered as a key element in this article. This article examines the perception and attitude of the cultural and arts education groups which are crucial to the effectiveness of the community based cultural and arts education policy program. For this reason the case studies on the 9 groups are examined in terms of the relationship between the groups and community. the characteristics of the participants and community issues, partnership with regional resources, and the impacts of cultural and arts education on the community. As a result, the cultural and arts education groups’ perception of the impact of cultural and arts education on the community varies according to the characteristics and desire of the groups. In addition, the cultural and arts groups think that the characteristics of the participants is associated with the social issues of the local community. The value of the cultural and arts education on the community can be categorized into the emotional value, cultural value, social value and economic value. The cultural and arts groups recognizes the importance of cultural and arts education in fulfilling an emotional need of the local residents. However, there are no concrete and empirical reference on the value of the cultural and arts education. Finally, the article considers the new directions of the community based cultural and arts education policy program in the future. In addition, the article recommends the necessity for establishing the characteristics and needs and capacity of the cultural and arts groups in the process of the community based cultural and arts education policy programmes. 이 연구는 문화예술교육과 지역사회의 관계를 문화예술교육단체의 인식을 중심으로 살펴보고, 이러한 인식이 문화예술교육정책에 제시하는 이슈를 논의하는데 목적을 두고 있다. 이를 위하여 지역특성화 문화예술교육 지원 사업 중 지역밀착형 문화예술교육 프로그램을 운영하고 있는 9개 문화예술교육단체에 대한 사례 분석을 실시하였다. 사례분석은 사업계획서 텍스트 분석, 단체 관계자 심층인터뷰, 지역문화예술교육지원센터 사업 담당자 인터뷰 등을 중심으로 이루어졌다. 분석요소는 단체와 지역사회의 관계, 학습자 특성과 지역사회 이슈, 파트너십 전략, 문화예술교육의 지역사회 영향 인식 등이다. 분석결과, 문화예술교육단체에 따라 문화예술교육과 지역사회에 대한 인식이 차이가 있는 것으로 나타났다. 또한 문화예술교육단체들은 학습자를 지역사회의 이슈를 내포하고 있는 집단으로 인식하고 있는 것으로 나타났다. 문화예술교육의 지역사회 영향 인식은 정서적, 문화적, 사회적 측면 뿐 아니라 경제적 측면으로 광범위하게 나타났지만, 인과관계 및 구체적인 준거자료는 취약한 것으로 나타났다. 문화예술교육단체는 문화예술교육 프로그램이 학습자들의 정서에 영향을 미치고, 이를 통해 지역사회 이슈가 해결될 수 있을 것이라는 애매모호하지만 강한 신념을 갖고 있는 것으로 나타났다. 이 연구에서는 단년도 프로그램 중심의 지원체계가 지니는 한계를 지적하고, 문화예술교육단체의 특성과 욕망 그리고 역량을 고려한 지역문화예술교육 지원방안이 필요하다는 것을 제시하였다.

Possibilities and Challenges of Cultural Arts Education Planning Projects Applying the Participatory Budgeting System

이지설,이지훈 한국엔터테인먼트산업학회 2023 한국엔터테인먼트산업학회논문지 Vol.17 No.5

Background/Objectives: The purpose of this study was to examine the process of developing and operating a cultural arts education program based on the case of a cultural arts education program planning and implementation project that applied the participatory budgeting system, and to suggest future tasks for sustainable operation by collecting participants' opinions. Methods/Statistical analysis: Through this study, we looked at the planning project procedures and operational cases of culture and arts education applied with the Participatory Budgeting System conducted by the Gongju Culture and Tourism Foundation. In addition, the data collected were analyzed by conducting a Focus Group Interview (FGI) for participants who participated in the culture and arts education planning project of the Gongju Culture and Arts Education Support Center. Findings: In terms of the possibility of developing local cultural education programs, "Write My Short Story" applied an experimental program as part of a pilot process for a professional training course, and "Creative Studio" aimed to provide opportunities for citizens to enjoy culture and arts in their daily lives and to actively participate in cultural education. This was reflected by collecting and reflecting the opinions of residents from the development stage and carried out the procedures and processes of the participatory budgeting system. Of course, there are things that need to be modified and supplemented in terms of tasks, and it is possible to form a virtuous cycle of structures that are accepted for change and development through the process of collecting opinions again. In the task dimension of the cultural arts education planning project, the process of planning, operating, and executing the cultural arts education program, and the opinions of participants on the changes they hope to see in the program, reveal the desire to develop experiential programs and the need to seek changes for the low participation rate. As a result, it is necessary to provide a variety of experiences and educational enrichment using local resources as a region-specific cultural arts education program, and to establish clear guidelines so that participants can accurately recognize the purpose of the program. In addition, it was suggested that there is a need to establish a network among artists for collaboration and exchange in order to form a cultural community.

문화예술공간과 문화예술교육프로그램 참여 연구

윤은경(Eun-kyung Yoon),이미나(Mi-na Lee),김동일(Dong-il Kim) 한국청소년상담학회 2023 청소년상담학회지 Vol.4 No.3

본 연구는 문화예술공간과 문화예술교육프로그램 참여 연구이다. 문화예술적 경험이 우리의 삶에 어떠한 영향을 미치는지 분석하여 향후 프로그램 개발과 교육 활동에 필요한 방안을 제시하고자 한다. 본 연구는 문화예술공간과 문화예술교육프로그램의 각 영역별 경험요소를 질적 방법으로 분석하였다. 분석 자료는 첫째, 문화예술공간을 이용자의 경험, 둘째, 문화예술공간의 다양화와 문화예술교육의 전문성 역량과의 이용자들의 인식, 셋째, 향후 잠재관객 청소년을 위한 문화예술교육 발전방안과 제도적 개선점에 대한 내용이다. 연구참여자는 문화예술공간에서 문화예술교육프로그램의 교육과 기획을 맡고 있는 전문가 3명이다. 연구참여자들의 문화예술교육에 대한 그 동안의 경험 사례를 분석한 결과, 첫째. 예술의 전당 문화예술프로그램 개선 방안, 둘째. 사회문화예술프로그램과 학교문화예술프로그램의 연계성 방안, 셋째. 문화예술프로그램 개발의 강점과 보완점 방안, 넷째. 문화예술프로그램의 전문성 및 역량강화 방안, 다섯째. 온, 오프라인을 활용한 문화예술교육 및 문화예술향유 방향 제안 등 다섯 가지 방안을 도출하였다. This study is a study on participation in cultural arts spaces and cultural arts education programs. By analyzing how cultural and artistic experiences affect our lives, we aim to suggest measures for future program development and educational activities. This study analyzed experiential elements in each area of cultural arts spaces and cultural arts education programs using qualitative methods. The analysis data is, first, users' experiences of cultural arts spaces, second, users' perception of the diversification of cultural arts spaces and professional capabilities in cultural arts education, and third, future cultural arts education development plans and institutional improvements for young potential audiences. This is about. The research participants were three experts in charge of education and planning who conduct cultural arts education programs in cultural arts spaces. First, as a result of analyzing the research participants' experiences with cultural arts education. Measures to improve cultural arts programs at the Seoul Arts Center, second. Measures to connect social culture and arts programs with school culture and arts programs, third. Strengths and improvement measures for developing cultural arts programs, fourth. Measures to strengthen the expertise and capacity of cultural arts programs, fifth. Five measures were derived, including proposals for cultural arts education and enjoyment of culture and arts using online and offline platforms.

문화예술교육 기획전문인력의 직업적 전문성 연구: 직무분석을 중심으로

이병준(Yi Byung Jun) 한국예술경영학회 2005 예술경영연구 Vol.8 No.-

The recent enactment of “Arts and Cultural Education Promotion Act” means institutionalization of arts and cultural education in Korea. In historical perspectives, institutionalization has facilitated occupational professionalism. One of the main issues in the institutionalization of arts and cultural education is the professionalism of education specialists in the field of arts and cultural education. In particular, the nature of vocational identity of professional educators in arts and cultural education is the main focus of analysis and debate for human resource development in the field of arts and cultural education. This study stresses the diversity of arts and cultural education practices and reveals that the vocational training ot arts and cultural education specialists should be based on diverse curriculum and programs which takes an interdisciplinary approach. Job analysis of arts and cultural education specialists shows that vocational identity perceived by the arts and cultural education specialists is not homogeneous, and it facilitates diversity and flexibility of art and cultural education. Therefore, excessive simplification of vocational identity of education specialists may exert negative effect on the diversity and excellence of arts and cultural education. To meet the needs of the arts and cultural education fields, curriculum for university-based education and training programs of arts and cultural education specialists should be newly developed through an interdisicplinary approach, based on the job analysis of practicing professionals.

우리나라 문화예술교육의 현황과 외국의 사례 고찰을 통한 역량 제고

민경훈 ( Kyung Hoon Min ) 한국예술교육학회 2013 예술교육연구 Vol.11 No.2

‘문화예술교육’은 문화와 예술의 교육을 의미하는 용어로 문화교육과 예술교육을 합한 복합명사이다. 우리나라가 문화예술교육에 관하여 학문적으로 심도 있게 연구하기 시작한 것은 1990년대 이후이다. 이같이 역사가 짧은 배경에서 본 연구는 그간 정부가 추진해 온 문화예술교육 정책이 글로벌시대에 창의 인성을 갖춘 문화국민으로서의 역량을 기르기에 적합한가라는 문제의식으로부터 출발한다. 진정한 문화예술교육이 이루어지기 위해서는 학교와 사회가 독립적으로 접근하기보다는 상호 긴밀한 유기적 협력체계가 구축되어야 한다. 이러한 국면에서 이 연구는 자국의 문화예술교육의 진흥을 위해 국가적 차원에서 많은 투자와 정책지원을 아끼지 않는 여러 선진국들의 문화예술교육 정책과 우수사례들을 살피고 논의함으로써, 우리나라 문화예술교육이 국민의 행복과 삶의 질을 높이는 사회발전의 척도로서 핵심역량을 발휘할 수 있는 시사점을 모색해 보는 것을 목적으로 하였다. 문화예술교육의 성장을 위해서는 무엇보다도 정부가 문화예술교육 성장을 위한 프로젝트에 예술이 생활이라는 개념을 수용하고, 수요를 창출하는 것이다. 또한 시민의 입장에서는 문화예술교육이 일상생활과 괴리된, 즉 자신과 관계없는 것이라는 인식을 버리는 것이다. 결론적으로, 문화예술교육이 학교와 사회에서 자연스럽게 정착되기 위해서는 정부, 지방자치단체 그리고 시민 모두가 문화예술교육이 우리 사회의 일상적 양상이고, 문화예술교육의 환경이 우리 주변의 일상생활이라는 인식으로의 전환이 필요하다. Arts and cultural education`` is a compound noun for art education and cultural education as a term that refers to education on arts and cultures. Korea began to study arts and cultural education in-d pth in the 19905. With such hort history of related studies, this study starts with the issue that the government policy on arts and cultural education so far i inadequate to cultivate the copetencies of cultural citizens with creative characters in today`s globalized world. ldeal arts and culhtral education requires establishment of a closely-knit collaborative system between schools and society, rather tian independent approaches. Thus, this tudy will examin and discuss the arts and cultural education and exc lent practices of advanced countries that implemented ubstantial investment and p Licy upport to improv their arts and cultural education. Ba d on the results, this study i intended to explore tile implications for Korean arts and cultural education that will help all citizens use their cor competencies at their best, while the education serves a a yard tick of social d veJopment that can boost th happines and quality of all citizens. To develop arts and cultural education, the government should accept arts as a part of life through projects for arts and cultural education development and create r lated demand. In addition, citizens should eliminate the notion that arts and cultural ducation has nothing to do with their day-ta-day lives and themselves. In conclusion, th govemm nt, local government, and all citizen hould perceive art and cultural education as a day-ta-day aspect of our society and the education environment as Cl part of our daily lives.

기초 단위 문화예술교육의 방향성 연구

이아람찬 한국예술교육학회 2023 예술교육연구 Vol.21 No.4

The research paper discusses the changes and developments in cultural and arts education in South Korea. It highlights the transition of cultural and arts education towards a more localized approach, with a focus on increased community participation and the provision of region-specific cultural and arts education. Starting in 2020, efforts were made to establish regional hubs for cultural and arts education at the basic administrative level, which includes cities, counties, and districts. These efforts aimed to em- power local communities to design and provide culturally relevant arts education in response to local needs. These initiatives were primarily supported by the Ministry of Culture, Sports, and Tourism and the Korea Arts and Culture Education Service. While these specific projects were discontinued in 2023, some regional centers have continued to support similar programs to activate community-based cultural and arts education and expand opportunities for local residents to engage in the arts. The paper emphasizes that basic unit cultural and arts education occurs at the city, county, and district levels and necessitates collaboration with various stakeholders to ensure its sustainability. This approach represents a departure from past practices of one-time educational initiatives. Instead, the focus is on aligning with local demands through a network of support from central, regional, and lo- cal authorities, as outlined in the ‘Second Comprehensive Plan for Cultural and Arts Education.’ Ultimately, the direction of basic unit cultural and arts education policy is to support the develop- ment of an ecosystem for cultural and arts education. These regional hubs can be centered around public institutions like basic cultural foundations or, depending on the region, may be led by private organizations. In essence, the aim is to activate institutional hubs or private hubs that reflect the re- ality and characteristics of each region. This approach can be selective and adapted to the local con- text, but it also requires the development of diverse support policies from central or regional centers.

학교예술교육의 활성화를 위한 법적 지원방안연구

고인석(Ko, In Seok) 한국법학회 2018 법학연구 Vol.70 No.-

학교예술교육의 활성화는 미래세대인 학생들에게 질적 문화적 향유능력을 향상하고 문화소비활동을 활성화함으로써 학생들의 전인적 성장을 도모함과 동시에 국민으로써의 문화생활을 통한 삶의 질 향상에 기여하고자 함에 그 목적이 있다. 그동안 문화예술의 진흥을 위한 사업과 활동을 지원하기 위하여 1972년 「문화예술진흥법」의 제정을 통하여 우리의 전통문화예술을 계승하고, 국민의 문화예술활동을 권장 · 보호 · 육성에 관한 정책을 적극적으로 시행하여 왔다. 문화예술교육의 체계화와 중요성이 증가함에 따라 2005년 「문화예술교육지원법」이 제정되어 학교문화예술교육과 사회문화예술교육의 두 영역으로 나누어 국가정책적 지원이 이루어져 왔다. 문화예술교육을 포괄하는 「문화예술교육지원법」에 근거하여 학교문화예술교육에 대한 법적 지원이 이루어져 왔으나 학교와 사회 두 영역의 문화예술교육에 대하여 통합적인 지원과 관리가 진행되다 보니, 학교문화예술교육에 있어서 지원과 관리할 수 있는 체계성과 지원정책이 미흡하여 전국적인 학교문화예술교육정책의 시행에 있어서 실효성이 떨어지고 있다. 현행 「문화예술교육지원법」은 문화체육관광부 소관법률로 기능을 하고 있어서 사회문화예술교육의 시행에 있어서는 합리성이 있다고 할 것이나, 학교에서의 문화예술교육까지 포함하여 문화체육관광부에서 시행하는 것은 교육부의 학교예술교육에 대한 영역의 침해와 혼선을 초래할 소지가 있고 학교내 문화예술교육의 지원에 한정되어야 할 문화체육관광부가 오히려 학교문화예술교육의 주체가 되는 모순이 발생하고 있다. 학교에서의 문화예술교육의 체계성과 효율성의 달성을 위해서는 현행 「문화예술교육지원법」에 근거하여 문화체육관광부가 소관하고 있는 학교예술교육정책을 교육부 소관정책으로 분리할 필요성이 제기되고 있다. 학교문화예술교육과 사회문화예술교육을 통합운영하여 발생하는 비효율성의 극복을 위해서 학교문화예술교육에 대한 독자적 개별법의 입안을 통하여 학교에서의 문화예술교육의 내실화가 필요하다고 볼 수 있다. 학생들의 국민으로써의 문화적 향유권과 문화생활의 보장을 통하여 헌법상 문화국가원리에 충실하여 우리사회의 문화역량의 강화를 통하여 국민의 문화적 삶의 질을 향상하고 국가의 문화적 경쟁력을 확대할 필요가 있다. 학교에서의 문화예술교육에 대한 개념으로써 학교문화예술교육과 학교예술교육에 대한 정의 또한 명확하게 규정할 필요가 있으며, 학교에서의 문화예술교육의 합리성 · 효율성 달성을 위하여 다양한 해외의 문화예술교육에 대한 정책과 법제도의 분석에 근거하여 우리의 학교문화예술교육에 대한 정책적 목표와 영역을 명확히 설정하여야 할 것이다. 학교에서의 문화예술교육의 영역이 포괄적이 측면이 있으므로 예술교육의 영역에 한정하여 학교예술교육도 범교과차원에서 교육환경을 조성할 필요가 있다. 향후 학교예술교육에 관한 단행법이 제정된다면 학교에서의 예술교육을 통한 예술수행능력개발과 문화예술향유의 두 측면에서 학교예술교육에 관한 프로그램을 체계화하고 교육의 질을 향상할 필요가 있다. 그동안 「학교체육진흥법」의 제정을 통하여 학생의 체육활동의 강화와 균형 있는 신체적 성장을 도모해온 정책사례에서 보듯이 향후 (가칭)「학교예술교육진흥법」의 제정에 기반한 학교예술교육정책의 체계화를 통하여 학교예술교육이 내실화, 학교예술교육에 대한 국가와 지방자치단체의 재정적 지원의 보장, 학교예술교육에 특화된 전문가의 양성, 학교예술교육과 사회문화예술교육과의 연계강화를 통한 학교예술교육에 대한 프로그램의 다양화 등을 추진할 필요성이 제기된다. (가칭)「학교예술교육진흥법」의 제정은 학교현장에서의 학교예술교육 기반을 구축하도록 하여 학생들의 문화적 소양과 문화적 창의성을 극대화 할 수 있는 학교예술교육의 정책적 목표의 달성이 가능하게 할 것이다. Since the Cultural Art Education Support Act was enacted in 2005, the Cultural Art Education Support Act have been established as legal grounds for implementing cultural and arts education on two levels of school culture and arts education or social culture and arts education. The Cultural Art Education Support Act provided a legal basis for implementing school culture and art education but lacks detailed provisions to manage and operate school culture and art education in an integrated manner of school culture and arts education or social culture and arts education. According to the Cultural Art Education Support Act, the Ministry of Culture, Sports and Tourism manages culture and art instructors. Culture and art instructors engaged in cultural and arts education by support of the Ministry of Culture, Sports and Tourism. The Ministry of Culture, Sports and Tourism can support and manage instructor who are engaged in school culture and arts education or social culture and arts education. However, instructors and teachers working in school culture and arts will have to be supported and managed by the Ministry of Education. Currently, the Cultural Art Education Assistance Act, under the jurisdiction of the Ministry of Culture, Sports and Tourism, combines the support of culture and arts education at school and of culture and arts education in social. The integrated management of cultural and artistic education at schools and in society by the Culture, Sports and Tourism Ministry is emerging as inefficiency. In order to overcome this inefficiency, it is necessary to enact (tentative name)the School Arts Education Promotion Act. Support and management of school art education under (tentative name)the School Art Education Promotion Act will guarantee students the right to quality education and cultural enjoyment.

Kop 연결주의 학습이론 기반 문화예술교육 프로그램 적용

이철우,박명선 한국국제문화교류학회 2024 문화교류와 다문화교육 Vol.13 No.2

This study intends to present a new direction for arts and culture education by interpreting the experiences of arts and culture education based on connectivism learning theory of art instructors and teachers practicing arts and culture education in school from the perspective of connectivism and future arts and culture education. To this end, the research question was set as the meaning of arts and culture education experiences based on connectivism learning theory of art instructors and teachers in charge who are practicing arts and cultural education. In this study, after defining the basic concept of arts and culture education to solve the research problem, we discussed theoretically about arts and culture education in schools, connectivism, the era of open learning, and the digital native generation. And as a future arts and culture education, the meaning and value of arts and culture education based on connectivism learning theory was analyzed. Next, a narrative inquiry method was used as a research method to interpret the future arts and culture education experiences of art instructors and elementary school teachers, the participants in this study, from the perspective of connectivism. The results of analyzing the participants' arts and culture education experience from the perspective of connectivism and future arts and culture education are as follows. First, art instructors have formed their pride and identity as art instructors, arts and culture education experts, and artists even before working at Arte School. This process of identity formation put them in the position of experts as arts and culture education experts and artists, and became the starting point of arts and culture education based on connectivism learning theory at Arte School. Second, at Arte School, art instructors had a new experience of encountering the expansion of online education system and connectivism learning theory, and this experience led to the development and practice of a new arts and culture education program. Third, art instructors experience meeting with teachers at Arte School, learning and practicing connectivism, developing and practicing arts and culture education programs based on new connectivism learning theory, and experiencing connectivism learning theory-based culture as the direction of future arts and cultural education. I came to understand the value and meaning of art education. Since then, the development and practice of a new arts and culture education program at Arte School has been linked to the development and practice of a arts and culture education program based on connectivism learning theory elsewhere. Fourth, the new narrative of teachers who practiced the arts and culture education program developed by art instructors reaffirmed the value and meaning of arts and cultural education based on connectivism learning theory, which became a driving force for continuous research and development and practice. The significance of this study is that the experience of development and practice of arts and culture education based on connectivism learning theory can suggest a direction as an alternative to new arts and culture education in the rapidly changing modern society and future society. In order to expand the value and meaning of arts and culture education based on connectivism learning theory in the future, more research and professional arts instructors and teachers should be developed.

삶과 함께하는 문화예술교육: 포용성과 일상성 확보를 위한 사회문화예술교육의 전환

김자현 경희대학교 후마니타스 교양교육연구소 2021 후마니타스 포럼 Vol.7 No.2

Arts and culture education initiatives first gained momentum in 2005. In the earlier years, support for arts and culture education centered around vulnerable (marginalized) communities. Later, this expanded to include the general populace. Partnerships with local governments created an environment in which more members of regional communities are able to benefit from arts and culture education. Despite such achievements, arts and culture education policies still take a welfare approach in targeting vulnerable communities, and they do not reflect the diverse characteristics of each particular region. As such, a transition to "arts and culture education for all Koreans" and "arts and culture education in accordance with sociocultural shifts" will be necessary. This study examines the outcomes and limitations of arts and culture education initiatives, recent issues, and the future direction of arts and culture education. In order for all Koreans to benefit from arts and culture education, an apparatus must be designed so that arts and culture education is accessible in everyday life. Moreover, a novel approach to arts and culture education is required, one that transcends the arts and culture experiences of the individual and examines and interacts with a diverse range of sociocultural agendas including generational conflict, climate change, and gender issues. 2005년 이후 본격 추진된 사회문화예술교육 정책사업은 사회취약계층 및 군부대, 교정시설, 아동․노인․장애인 복지기관 중심의 지원에서 점차 청소년․청장년 등 일반국민으로 확대되었고, 지역의 추진체계(지역문화예술교육지원센터) 구축을 통해 지역주민이 참여할 수 있는 구조로 확장되면서 그 성과를 축적해왔다. 그러나 특정대상 중심의 복지적 관점의 정책 추진, 지역 특성이나 현장의 수요를 반영하지 못하는 한계를 넘어,‘모든 국민을 위한 문화예술교육’,‘사회문화적 변화에 조응하는 문화예술교육’으로의 전환이 요구된다. 본 논문에서는 공공영역에서 추진해 온 사회문화예술교육의 정책사업을 중심으로 사회문화예술교육의 정체성, 성과와 한계, 최근의 이슈, 미래 사회문화예술교육의 방향 등을 모색해 보고자 한다. 누구나 배제 없이 모든 국민이 문화예술교육을 누릴 수 있는 권리를 보장하기 위해서는 중앙주도의 취약계층 중심의 지원구조에서 지역 중심의 생활권 단위 지원구조로의 전환이 필요하다. 또한 개개인의 예술적 체험에 머무는 것이 아닌, 세대갈등, 기후변화, 젠더이슈 등 다양한 사회문화적 의제를 일상 생활 속 실천으로 연결해보는 사회문화예술교육의 새로운 접근 노력이 모색되어야 할 것이다.