International Journal of Educational

Science and Research (IJESR)

ISSN(P): 2249-6947; ISSN(E): 2249-8052
Vol. 6, Issue 3, Jun 2016, 139-146
TJPRC Pvt. Ltd.

AN ANALYSIS OF ART ACTIVITIES FOR ARTS CONVERGENCE

EDUCATION: FOCUSED ON THE AGE 5 NURI-CURRICULUM
TEACHERS GUIDEBOOKS
LEE KYOUNGHYE1, KIM SUK JA2 & HONG HEEJU3
1,2
2

Early Childhood Education, Korea National University of Education, South Korea

Corresponding Author, Early Childhood Education, Korea National University of Education, South Korea
3

Early Childhood Education, Kemyung College University, South Korea

ABSTRACT
The purpose of this study was analysis of the art activities in 11 Nuri-Curriculum Teachers Guidebooks for 5
1)

years old . And the objects of this study were Goal of the activities, Relate factor in the Age 5 Nuri-Curriculum, Type
of the activity, Area, Activity method and Extension activity of the 394 art activities in Nuri-Curriculum Teachers
Guidebooks for 5 years old. The results of this study were as follow. First, the art activities appeared in each life-based
theme, it was found that My town (13%), Kindergarten and Friends (11%), Our Nation (11%), Animals plants and

the content categories of the art experience area appeared in 570 art activities, it was found Expressing artistically
(81%) showed the highest incidence. The result of this study showed the outstanding incidence in expressing artistically
related to contents of art experience area in art activities. Third, it was analyzed that 394 art activities were in
Nuri-Curriculum Teachers Guidebooks for 5years old and the 394 art activities included 960 Nuri-Curriculum - related
factors. In other words, the 394 art activities contained education contents of Art experience (28%), Explore nature

Original Article

Nature (10%), Spring, Summer, Fall and Winter (10%)among the 11 life-based themes showed high incidence. Second,

(24%), Social relationship (21%), Communication (19%), Body Exercise Health (8%).Fourth, the distribution of
the art activities in accordance with type of activity and area was found in Sharing stories (23%)among the areas of
Whole small group activities, in the Art (34%)among the areas of Free choice activities showed the highest incidence
of the art activities. The result of study suggests that Arts Convergence Education can be practice in various the me, the
type of activity and the education area of Nuri-Curriculum.
KEYWORDS: Arts Convergence Education, Art Activities, Nuri-Curriculum

Received: May 28, 2016; Accepted: Jun 10, 2016; Published: Jun 15, 2016; Paper Id.: IJESRJUN201616

INTRODUCTION
Background / Objectives and Goals
Arts Convergence Education is for childrens life as main character of future generation. Experiencing arts
convergence activities will help children develop into creative individuals and capable of integrated thinking,
appreciation for arts2). Because the education is for human, especially the early childhood education is for children;
early childhood education is to practice on the whole childrens life. Art gives happiness, joyful to children and
music and art touch their heart softly3).These emotion such as happiness, joyful, soft heart help children look at our
world beautifully and positively4).And such positive tendency help children to extend their power of solving about
problems and them to have the new sight with respect to questions, matters, phenomena or things5).Therefore, it is

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Lee KyoungHye, Kim Suk Ja & Hong HeeJu

necessary to practice Arts Convergence Education in the education field for early childhood education.
In that case, what is the Arts Convergence Education? The Arts Convergence Education can be said the integrated
education centered on arts subject education such as music, art, drama and other subject such as science, mathematics,
social in these arts subject education6) .But, So far the most of convergent educational programs such as STEAM program
were developed focused only science, math, technology, engineering. Unfortunately, the art were taken lightly as a simple
tool to support the STEM (science, technology, engineering, mathematics) area7).In this regard, the education field for early
childhood requires understanding and insight with regards to the art education activity such as music, dance, art, drama,
integrated activity. In other words, it is necessary to analyze the art activities in Nuri-Curriculum for understand and
practice of Arts Convergence Education.
So, the purpose of this study is to analyze the art activities including contents of arts experience area in the age 5
Nuri-Curriculum Teachers Guidebooks. It is for early childhood education field applications of arts convergence education.
Besides, this study have the meaning as baseline data related on the Arts Convergence Education. And this diversified
effort for practice of arts convergence education will give present such as pleasure of learning and joy of life to children.

METHODS
The objects of this study were the art activities goal, relate element about the Age 5 Nuri-Curriculum, activity
type, area, activity method and extension activityin 11 books of the Age 5 Nuri-Curriculum Teachers Guidebooks.
The analysis method of this study was The content categories and The contents of Art experience area. This Art
experience area was one of 5 areas in Description book of Nuri-Curriculum for 5 years oldarea8).The description book of
Nuri-Curriculum for 5 years old contains the contents of 5 each areas that was Body exercise Health, Communications,
Social relationship, Art experience, Explore nature.
First of all, to find the analysis tool for this study, the researcher studied book related art, music and convergence
education and analyzed previous research related to analysis of art education contents and convergence education contents
in Nuri-Curriculum, STEAM education, and Arts Convergence Education. The brief reference of such literature as follows
Table 1.
Table 1: The Reference Relate to Arts Convergence Education
Author / Year of
Publication
Go Young Mi(2015)9)
Art / Convergence
Education in NuriCurriculum

Jeon Kyung
Won(2015)10)
Kwak Jung In(2014)11)
Lee Eun Suk(2015)12)

STEAM education

EunEun Suk(2015) 13)

Kim JuYeon (2015) 14)
Lee YeonSeung(2013)
15)

Maeng Hui Ju(2013)16)

Arts convergence

Impact Factor (JCC): 4.3912

Hyeoneun ja (2007)17)

Title /Content
An analysis of art experience area related education content in EBS
Nurisam
An Analysis of Creative Convergence Presented in the Activity
Goal of Teachers Manual Nuri Curriculum
Analysis of the Activity of Art Instruction for Young Children from
the Nuri Curriculum education Guidebooks
An Analysis of Art Activities in the Nuri Curriculum Guidebook
for Ages Three to Five at Child Care Centers
Meaning of arts in STEAM E education
Creative convergence play
The direction of STEAM Education in Nuri-Curriculum
Discussions on The Directions of Research and Development Task
for Convergence Gifted Education
Picture book and art education

NAAS Rating: 2.72

An Analysis of Art Activities for Arts Convergence Education: Focused on the

Age 5 Nuri-Curriculum Teachers Guidebooks

education

Kim JeungHee(2013)18)
Kwon Sumi(2012)
Lee Du Hyeon (2013)19)
Lee Hee Yong(2014)20)
Rhee Esther(2013)21)
Seog MunJu (2015)22)
Yang Seung Ji(2014)23)

141

A Study on Practice of, art centered STEAM Education - Focus on

the case of art class
The necessity and the developmental suggestion for developing
convergent education contents focusing on the arts
Lee Du Yeon (2013). Social Class beside art museum. Sallim
Friends.
A study on the Necessity and the Present State of Humanities and
Art Convergence Education in Korean Universities
A Discussion on the Meaning and Duty of Arts Education for the
Creative STEAM Education
Practice of convergence class centered on music
The Analysis on Development Trends for Korean and Overseas
Science and Arts Convergence Education Programs

The researcher refers to the reference as above and then abstracted 394 the art activities which contain the contents
of art experience area in Nuri-Curriculum among the whole activities in 11 Nuri-Curriculum Teachers Guidebooks for 5
years old. And the researcher founded out again 570 art activities in proceeding process of 394 art activities, and then
analyzed the 570 art activities with The content categories and The contents of Art experience area in Description
book of Nuri-Curriculum for 5 years old. And also, when the frequency of the occurrence happened more than twice
Relate factor in the Age 5 Nuri-Curriculum and Art activity in one art activity, checked repeatedly. These procedures to
make the analysis tool for analysis of art activities and to check validity of contents in analysis compliance about art
activities were accomplished with 3 professors of early childhood education. And specific analysis compliance for select
and analysis of art activities was as follows Table 2. Besides, analysis example of specific art activity in life theme Me &
Family was as follows Table 3.
Table 2: Analysis Compliance for Select and Analysis of Art Activities for Arts Convergence Education
Content Categories
Finding the beauties

Expressing artistically

Appreciating the art

Area of Art Experience

Contents
Searching the musical elements
Searching the movement & the dance
Searching the artistic elements
Expressing with the music
Expressing with the movement & the dance
Expressing with the art activities
Expressing with the play
Expressing with the integrative activities
Appreciating the various art
Appreciating the traditional art

Table 3: The Incidence of Educational Contents Related to Art

Activities for Arts Convergence Education Frequency
Theme
Activity name

Objective
/Method

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Me & Family
The family
starts on a
journey
Appreciating
famous pictures
family
Expressing
family with
materials

Analysis Compliance
Category

Frquency

Content

Frquency

Appreciating
the art

Appreciating
the various art

Expressing
artistically

Expressing
with the art
activities

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Lee KyoungHye, Kim Suk Ja & Hong HeeJu

Table 3: Contd.,
Content of Nuri-Curriculum related factor,
Activity type, Area
NuriSocial relationship
Curriculum
Art experience area
related factor
Activity type
Free choice actives
Area
Art

Frquency
1
1
1
1

RESULTS
3.1. The distribution of the art activities in each life-based theme of the age 5 Nuri-Curriculum Teachers
Guidebooks
The art activities appeared in each life-based theme, it was found that My town (13%), Kindergarten and Friends
(11%), Our Nation (11%), Animals

plants and Nature (10%), Spring, Summer, Fall and Winter (10%)amongthe11

life-based themes showed high incidence but Health & Safety(6%) and Transportation(6%)among life-based theme
showed the lowest incidence.
Table 4: The Distribution of the Art Activities in Each Life-Based Theme of the
Age 5Nuri-Curriculum Teachers Guidebooks Frequency (%)
Art Activities in the Life-Based Themes
Life-based themes
Art activities
Kindergarten &Friends
65(11%)
Me & Family
52(9%)
My town
74(13%)
Animals Plants & Nature
58(10%)
Health & Safety
36(6%)
Life tool
49(9%)
Transportation
32(6%)
Our Nation
62(11%)
Our world
39(7%)
Environment and Living
47(8%)
Spring, Summer, Fall & Winter 56(10%)
Total
570(100%)
3.2The distribution related to contents of art experience area in art activities of the age 5 Nuri- Curriculum
Teachers Guidebooks
First, the content categories of the art experience are aappeared in 570 art activities, it was found in the following
order that Expressing artistically (81%), Appreciating the art (11%), Finding the beauties (9%).Second, the contents of
art experience are a appeared in 570 art activities, it was found that Expressing with the art activities(33%), Expressing
with the integrative activities(16%), Expressing with the music (12%), Expressing with the play (11%)belong to the
content categories of Expressing artistically among the 10 the content of art experience area showed high incidence but
Searching the artistic elements(5%), Appreciating the traditional art (1%) showed low incidence meanwhile, Searching
the movement & the dance(0%) did not show at all.

Impact Factor (JCC): 4.3912

NAAS Rating: 2.72

An Analysis of Art Activities for Arts Convergence Education: Focused on the

Age 5 Nuri-Curriculum Teachers Guidebooks

143

Table 5: The Content of Art Experience Area appeared in Art Activities Frequency (%)
Area of Art Experience
Content Categories
Finding the beauties

49(9%)

Expressing
artistically

461(81%)

Appreciating the art

60(11%)

Total

570(100%)

Contents
Searching the musical elements
Searching the movement & the dance
Searching the artistic elements
Expressing with the music
Expressing with the movement & the dance
Expressing with the art activities
Expressing with the play
Expressing with the integrative activities
Appreciating the various art
Appreciating the traditional art
Total

19(3%)
0(0%)
30(5%)
69(12%)
49(9%)
190(33%)
64(11%)
89(16%)
54(9%)
6(1%)
570(100%)

3.3The distribution of the art activities in Nuri-Curriculum related factor of the age 5 Nuri-Curriculum Teachers
Guidebooks
It was analyzed that 394 art activities were in Nuri-Curriculum Teachers Guidebooks for 5years old and the 394
art activities included 960 Nuri-Curriculum related factors. At this point, Nuri-Curriculum related factors were Body
Exercise Health, Communication, Social relationship, Art experience, Explore nature and so on. And these 960
Nuri-Curriculum related factors were presented in the 394art activities,
it was found in the following order that Art experience (28%), Explore nature (24%), Social relationship
(21%), Communication (19%), Body Exercise Health (8%).In other words, these 394art activities in the age 5
Nuri-Curriculum Teachers Guidebooks contained the highest incidence the contents related to Art experience, high
incidence the contents related to Explore nature, Social relationship, Communication on the other hand, the lowest
incidence the contents related to Body Exercise Health.
Table6: The Distribution of the Art Activities in Nuri-Curriculum Related Factor of the
Age 5 Nuri-Curriculum Teachers Guidebooks Frequency (%)

NuriCurriculum
related factors
Total

Art Activities in Nuri-Curriculum Related Factors

Body
Communicati Social
Art
Exercise
on
relationship
experience
Health
74(8%)
183(19%)
199(21%)
270(28%)
960(100%)

Explore
nature
234(24%)

3.4 The distribution of the art activities in the type of activity of the age 5 Nuri-Curriculum Teachers Guidebooks
The distribution of the art activities in accordance with type of activity was found in Whole small group
activities (50%), Free choice actives (45%), Outdoor play (5%). The Sharing stories (23%)among the areas of
Whole small group activities showed the highest incidence of the art activities and high incidence in the Music (20%),
Body (16%), Play for children(11%), Fairy tale(10%). And, the Art (34%)among the areas of Free choice activities
showed the highest incidence of the art activities and high incidence in the Music &Dance(14%),
Language(13%),Building(11%), Science (10%).

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Lee KyoungHye, Kim Suk Ja & Hong HeeJu

Table 7: The Distribution of the Art Activities in the Type of Activity Activities in the Type of
Activity of the Age 5 Nuri-Curriculum Teachers Guidebooks Frequency (%)
Art Activities in the Type of Activity
Free Choice Actives Whole Small Group Activities
Building
19(11%)

Language
23(13%)

Role play
16(9%)
2(1%)
Math &Operation
15(8%)
1(0%)
Science
18(10%)
2(1%)
Music & Dance
25(14%)
5(3%)
Art
61(34%)
5(3%)
Sharing stories
1(0%)
46(23%)
Fairy tale
20(10%)

Play for children

22(11%)

Game
6(3%)

Music
39(20%)

32(16%)
Body

Cooking
5(3%)

3(2%)
Field experience

Childrens verse
9(5%)

Total of according to Each type activity

178(100%)
197(100%)
Totalin the type of activity
178(45%)
197(50%)
TotalArt activities
394(100%)
Areas

Outdoor Play

19(1%)
19(100%)
19(5%)

CONCLUSIONS
First, The art activities appeared in each life-based theme, it was found that My town (13%), Kindergarten and
Friends (11%), Our Nation (11%), Animals plants and Nature (10%), Spring, Summer, Fall and Winter (10%)among
the 11 life-based themes showed high incidence. The result of this study showed comparative similar distribution among 11
life-based themes in related to art activities. The art convergence education purses creative idea, convergence perspective
and cultivation of convergence thought ability. And the convergence education including the art convergence education
wants to come true coexistence between human & human and human & nature24). Knowledge about human and thing,
nature, thing bring understand about human and thing, nature. A point of view, to attain Knowledge for coexistence,
children need to experience the art activities about various life-based themes. And such experience should involve the
enjoyment and spontaneity, autonomy. Because positive experiences about learning bring motivation of knowledge,
motivation of knowledge guide whole brain development, Creative & Critical thinking.
Second, the content categories of the art experience area appeared in the 570 art activities, it was found
Expressing artistically (81%) showed the highest incidence and the content of the art experience area appeared in the
570 art activities it was found Expressing with the art activities (33%)showed the highest in cidence. In other words, the
result of this study showed the outstanding incidence in expressing artistically related to contents of art experience area
in art activities. The result of this study has the similar meaning showing in result of a previous research related to science
and arts unified activity base on STEAM. That was although the Goal of specific science and arts unified activity was
Science contents goal, the art activitys rate is higher than the science activitys rate in practice unified activity of science
and arts25).So, the result of this study requires to contain various artistic element such as Finding the beauties, Expressing
artistically Appreciating the art in art activities and diversified artistic subject integrate activity. And children will have

Impact Factor (JCC): 4.3912

NAAS Rating: 2.72

An Analysis of Art Activities for Arts Convergence Education: Focused on the

Age 5 Nuri-Curriculum Teachers Guidebooks

145

an ability of convergence thought and artistic expression through the experience various artistic integrate activity.
Third, it was analyzed that 394 art activities were in Nuri-Curriculum Teachers Guidebooks for 5years old and
the 394 art activities included 960 Nuri-Curriculum related factors. The 394 art activities contained the contents of
5areas incidence of Art experience (28%), Explore nature (24%), Social relationship (21%), Communication (19%),
Body Exercise Health (8%).
The result of this study showed to contain the contents of 5 each area in art activities implies the possibility to run
the arts convergence education in the 5 whole area of Nuri-Curriculum and to design the arts convergence education in the
every area of Body Exercise Health, Communication, Social relationship, Art experience, Explore nature. And
also, the result of this study showed high incidence the contents related to Explore nature in art activities concurred with
the theory of the arts convergence education like convergence gifted education bearing the power of art in Mathematics
and Science Education 26) .
Fourth, the distribution of the art activities in accordance with type of activity was found in Sharing stories
(23%)among the areas of Whole small group activities showed the highest incidence of the art activities and high
incidence in the Music (20%), Body (16%), Play for children (11%), Fairy tale(10%). And, the Art (34%)among
the areas of Free choice activities showed the highest incidence of the art activities and high incidence in the Music
&Dance(14%), Language(13%),Building (11%), Science (10%).The result of this study showed

the

highestincidencerelatedto art activities in sharing stories area(23%)among the whole small group activities. It is very
important to share the stories and to express thought and feeling of children related to the stories with an art and music
activities. Because children will attain more knowledge related to convergence theory and practice through sharing the
stories with other people and expressing their thought and feeling with diversity of methods about specific topic, problem,
and thing 27) So, it is necessary to add artistic elements such as enjoyment, creativity, freedom, beauty to activity in each
area of the whole small group activities and the free choice activities.
In future research, the analysis about practice of the Arts Convergence Education and program development for
extended practice of the Arts Convergence education are required.
REFERENCES
1.

The Ministry of Education, Science and Technology Ministry of Health (2012).The Age 5 Nuri-Curriculum Teachers
Guidebooks

2.

Lea kang (2015). An Integrated Art Education Smart 8. Sekwang Music

3.

Kim Hyeongyeong Kim Jung Eun (2014) Waldorf music education & play. Mulbyeongjali.

4.

Kim Seon Hyeon(2015). The power of the masterpiece. Eight Point

5.

ImHyeJeong (2010). Joyful appreciation of music for children. Palanmaeum.

6.

Kim Jeung Hee Chong Hyun Ju (2013). A study on Practice of, art centered STEAM Education. Gyeongin National University.

7.

Kwon Sumi (2012). The necessity and the developmental suggestion for developing convergent education contents focusing on
the arts. Hansei University.

8.

The Ministry of Education, Science and Technology Ministry of Health (2012). The Age 5 Nuri-Curriculum description book.

9.

Go Young Mi Kwon HyeJin Shin Yoon Mi (2015). An analysis of art experience area related education content in EBS

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Lee KyoungHye, Kim Suk Ja & Hong HeeJu

Nurisam.
10. Jeon Kyung Won Jo Hyeonseo Kim Noo Ree (2015). An Analysis of Creative Convergence Presented in the Activity Goal of
Teachers Manual Nuri Curriculum. Gwangju University.
11. Kwak Jung In Lee Young Ae (2014). Analysis of the Activity of Art Instruction for Young Children from the Nuri Curriculum
education Guidebooks. Soongeui Womens University.
12. Lee Eun Suk Kim Eun Shim Yoo Ji An (2015). An Analysis of Art Activities in the Nuri Curriculum Guidebook for Ages
Three to Five at Child Care Centers 14)
13. Eun EunSuk(2015). Meaning of arts in STEAM E education. Daegu Educational University.
14. Kim JuYeon (2015). Creative convergence play. Origin House.
15. Lee Yeon Seung (2013). The direction of STEAM Education in Nuri-Curriculum. Gyeongseong. University.
16. Maeng Hui Ju(2013). Discussions on The Directions of Research and Development Task for Convergence Gifted Education.
Dankook University.
17. Hyeoneunja (2007). Picture book and art education
18. Kim Jeung Hee Chong Hyun Ju (2013). A study on Practice of, art centered STEAM Education. Gyeongin National University.
19. Lee Du Hyeon (2013). Social Class beside art museum - Convergence education of art and social science
20. Lee Hee Yong Yoon Ah Young Kim Jae Deunk(2014). A study on the Necessity and the PresentState of Humanities and Art
Convergence Education in Korean Universities. Seoul Theological University.
21. Rhee Esther (2013). A Discussion on the Meaning and Duty of Arts Education for the Creative STEAM Education. Keimyung
University.
22. Seog MunJu Research group for practice of Music education theory (2015). Practice of Convergence class centered on music.
Kyoyookgwahagsa.
23. Yang Seung Ji Kwon Nan Joo(2014). The Analysis on Development Trends for Korean and Overseas Science and Arts
Convergence Education Programs.
24. Gang Chung in (2015). Theory & practice of STEAM. Science book.
25. Baik Eun Joo (2014). Analysis science and arts unified activity patterns in three to five-year-old Nuri Course teachers manual
based on STEAM. Mogwong University.
26. Sin Jae Han Choe Eun Gyeong (2015). Design and application of Curriculum for STEAM Convergence Education.
27. David A. Sousa Tom Pilecki (2014). Theory and practice of STEAM Education - rom STEM to STEAM. Dabinchibooks.

Impact Factor (JCC): 4.3912

NAAS Rating: 2.72