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Analysis on the Effect of Art and Culture Education - In Case of School Violence
Background of the Study
There are many forms of art and culture education conducted in various situations,
but there has been none that deals with school violence, which is considered serious social problem.
Arts and culture education programs carried out in school are virtually non-existent.
Therefore, we developed arts and culture education programs
specifically for the prevention of school violence
in collaboration with Arte
and the Foundation for Youth Violence Prevention.
[Arts Tok Heart Tuk]
Today, let's find out
how we can make this crumpled paper unfolded like our hearts?
Let's figure it out through activities together.
Lift one sheet of A4 paper.
Crumple it.
What do you think of the paper crumpled and torn? One just said "Heart hurts", is there any other feelings?
Watch this picture
and write down what you think of with words.
So, there comes like this, you see?
Your thoughts and imagination related to fists
are attached like this here.
to tell what's school violence,
I'll give you words
that reminds you of specific situations,
we'll come up with a story out of them first.
Let's look at the sketches.
And put together the situation where the bad thing happened
by sticking the slips of papers you tore with glue or by drawing with color pencils.
It's a scene that a standing kid annoys a kid sitting down crying.
[Subtitle : Discuss with each other about their works and the situations they're relating.]
Though it's nature to have interest on school violence or social issues
while doing this class,
arts and culture have such power to express themselves actively
and to talk about the humans,
so I think arts and culture education will do a lot
as well as social problems in the future.
The Web of Relationships
Don't touch it. Don't let it touch.
Now it's the most difficult part.
Watch it carefully.
Hands up, hands up.
There's Students who bullies and those who are bullied.
and there are also those who just shut their eyes, aren't there?
Think about them and draw it.
What do you think of? Write it here.
[I'm sorry, I did it because it was fun to make you scared. I didn't mean to do it for too long. Hope we can hang out again.]
[Please, I hope you to understand me.]
[Because I was afraid of revenge...]
[Sorry, I got mad too early.]
In the preliminary investigation, I conducted a program developed through it,
I think visual activities in colorful and artistic activities were good,
but in terms of contents interaction or talking,
or communicating and sharing conversations with each other
focused on the group activities
were somewhat limited, I guess.
In the main investigation,
as I talked with students about today's class
and asked about their arts activities' meaning
and their feelings about the activities,
it's the biggest difference
between the preliminary investigation and the main investigation.
Cartoon Folding Screen
Now, lift it. Slowly, slowly it's OK to turn your wrist.
Now, draw your angry look.
Let's take a look how she drew her own angry look.
Now, when we are angry, draw a cartoon about what to do to endure my anger.
It's like she's saying that we should endure it. it's real enduring look, isn't it? Let's endure everything, should endure it...
Let's write down your resolution. Your commitment.
[My commitment : I'll do good to my friends.]
I hope you keep the commitment, so that our school will be a happy place without school violence.
Thank you.
Beyond listening to taught lectures,
By becoming victims,
attackers and bystanders themselves,
They learn the feelings of victims,
attackers and bystanders.
It's such a tremendous learning experience
and I think it is such a positive impact for the kids.
Research Methods
To measure the effects of the program, we used two methods.
One is quantitative analysis
and the other is qualitative analysis through in-depth interviews.
In quantitative analysis,
School violence
was one of the big pillar of study subject
and the other one was
how much students' personality changes to prevent school violence.
These two were our study focuses.
Pre-period, post-period, and the period...
after the program close... a month later since the program is finished,
over a total of three periods, it was measured three times.
The Results of the Study
As a result of analyzing it for all students,
a group immediately after the end of the program
had better ability to cope with school violence
compared to a group with no program.
In addition, the anger management skills
lasted after the end of the program.
It got even better after one month and on and on.
This program is for prevention training. So bystanders are the most important.
And they occupied the vast majority of them.
They account for 80~90%,
so I investigated only bystanders.
Their courage increased significantly
immediately after the end of the program.
It was s a very important factor
Especially bystanders having courage
to stand for bullied students
and put it into action. It's not something we can ignore.
The most of bystanders, almost 80~90% of them, took courage through this program.
And it is such a huge implication for the prevention of school violence.
We also conducted survey on the level of satisfaction for the program.
80% of the total students
even something 90% said they were satisfied.
Many students said that they wanted to participate again,
while many other said that they'd recommend it to friends around them.
Satisfactory level for the instructors
as well as the level for the activities were all very high.
General Review
I believe kids should move a lot. Move their body.
Rather than just sit down
and listen to lectures
given by their teachers.
I think it is better off
for students to learn by doing.
They should draw, they should sing, and they should move and bump.
In this process they'll learn how to
resolve misunderstandings
and be more intimate with each other.
While studying to develop arts and culture education programs, we came to realize that
while doing fine arts, music, play and other activities
students' relationship improves naturally,
and thus solve violence problems in schools.
So now we hope this kind of culture can be
more widely adopted in society.
When I draw a picture,
I can express it simply in a short time, so I like the teaching method.
I maybe be a victim,
or a bully
or I can be a ignoring bystander.
The idea that I can be part of this
made me to take more care.
Ministry of Culture, Sports and Tourism, Korea Arts and Culture Education Service