지역 문화예술교육 참여자의 미적 경험에 대한 질적 사례연구 : Dewey 이론을 기반으로
- 주제(키워드) 미적 경험 , 문화예술교육 , 성인 학습자 , 지속성 , Dewey
- 발행기관 서강대학교 교육대학원
- 지도교수 양미경
- 발행년도 2026
- 학위수여년월 2026. 2
- 학위명 석사
- 학과 및 전공 교육대학원 평생교육·코칭
- 실제URI http://www.dcollection.net/handler/sogang/000000082822
- UCI I804:11029-000000082822
- 본문언어 한국어
- 저작권 논문은 저작권에 의해 보호받습니다.
초록(요약문)
A Qualitative Case Study on the Aesthetic Experiences of Adult Learners in Community Arts Education: Based on Dewey’s Theory Jeseon, Heo Major in Lifelong Education and Coaching Graduate School of Education Sogang University This study investigates how the aesthetic experiences of adult learners participating in the community-based Arts Education program “Finding Hidden Arts in Anyang” were expanded and sustained within their daily lives and local communities. Grounded in John Dewey’s Art as Experience (1934/2016), the study conceptualizes aesthetic experience through a five-stage framework—perception, participation, formation, connection, and continuation—and employs Riedler’s (2024) elements of intentionality, skill, and imagination to interpret the sustained dimensions of participants’ aesthetic engagement. Participants were twelve adult learners who voluntarily joined the program, and five individuals demonstrating notable experiential changes were selected as focal cases. Data were collected through participant observation, class recordings, in-depth interviews, learners’ artifacts, survey responses, and the researcher’s reflective journal. Analysis followed Braun and Clarke’s (2006) thematic analysis and was conducted deductively using the integrated Dewey–Riedler analytical framework, with triangulation employed to enhance credibility. Findings indicate that participants’ aesthetic experiences progressed through cyclical stages: initial shifts in perception, emotional immersion and interaction, processes of meaning-making, relational expansion into the local community, and everyday artistic practice. Emotional drawing activities facilitated affective awareness and reconstruction, while public art tours and collaborative map-making enabled participants to extend their aesthetic engagement from personal reflection to community connection. After the program ended, participants continued to pursue textile- and drawing-based creation, observe public artworks, and visit local art spaces, demonstrating sustained aesthetic practice aligned with Riedler’s Artful Life. This study suggests that community-based Arts Education can serve as an experiential space that supports emotional restoration, self-understanding, expanded community awareness, and ongoing aesthetic practice for adult learners. While limited by its small-scale, context-specific design, the study illuminates the educational significance and sustainability of aesthetic experience within local arts education contexts. Keywords: aesthetic experience, Dewey, arts education, adult learners, continuity
more목차
Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 5
3. 용어의 정의 5
4. 연구의 제한점 7
Ⅱ. 이론적 배경 9
1. Dewey의 ‘경험으로서의 예술’ 이론 9
2. Dewey 이론에 기반한 미적 경험의 5단계 분석틀 16
3. Riedler의 ‘예술적 삶’과 Dewey 이론의 현대적 확장 18
4. 문화예술교육에 대한 선행연구 분석 21
Ⅲ. 연구 방법 28
1. 연구 방법 및 절차 28
2. 연구 참여자 및 교육 프로그램 31
3. 자료 수집 35
4. 자료 분석 37
5. 연구의 신뢰성 확보 및 윤리적 고려 41
Ⅳ. 연구 결과 43
1. Dewey 이론에 기반한 참여자의 미적 경험 단계별 분석 43
2. 프로그램 이후의 지속적 예술 향유 56
3. 연구자의 반성적 성찰 61
4. 연구 결과 종합 64
Ⅴ. 요약 및 결론 67
1. 요약 67
2. 논의 및 결론 70
3. 제언 73
참고문헌 77
국문초록 82
부 록 84
