한국의 2차 교육과정기는 일제강점기, 미군정, 교과과정 시대를 거쳐 생활중심, 경험중심 교육을 강조한 시기였다. 당시 미술교육자인 박휘락 교수의 생애사적 탐구를 통하여 2차 교육과정기의 사회적인 구조를 파악하고, 미술교육의 특성과 현황에 대하여 고찰하고자 한다. 연구 결과 2차 교육 과정기는 경험중심, 생활중심의 미술교육이 등장하였음을 교육과정, 교과서, 심층 면담을 통하여 알 수 있다. 둘째, 임화 모사 위주의 미술교육에서 벗어나 학생 중심의 창조·표현주의 미술교육이 등장한다. 셋째, 교사들의 자발적인 연수회를 통하여 연구하는 풍토가 조성되었다. 이는 창의성을 강조하는 21세기 창의·인성·융합 미술교육에 새로운 비전을 제시하고 있으며, 이를 바탕으로 새롭게 발전하여야 할 것이다.

The modern Korea began its formation based on the direct and indirect influence of Japan and the West, following Political Reform in 1885, Japanese colonization during the early 1900s, US Army Military Government after liberation of Korea, and Korean War. To draw by tracing pictures and handwork was introduced as a school subject during the Japanese colonial era and formed the basis of modern art education in Korea. One of the most influential themes for art education in Korean schools was Creative·Expressionism Art Education. The objective of this study is to research the developmental process and educational-social meanings of the SECOND Art curriculum which could be the beginning period of art education in Korea. The inquiry method based on the qualitative research draws the provisional conclusions through research participants' stories, recorded document, and actual creation. The research questions are as follows. First, how are the historical development processes of the SECOND Korean Arts Curriculum? Second, what are the core values to be achieved? Third, what is the actual contribution? As main research participants, were sampled Park, Hwi Rak. He performed the most important role in the formation of arts curriculum of the time. This study focused on the trend of modern art education and the relationship between research and life of art educationalist, in an attempt to investigate the process which Creative·Expressionism Art Education was introduced, by exploring the possibilities of ‘life history of researchers.’ As a research methodology, life history research interprets and shows personal experiences in historical, social, and cultural context. In the results of analyzing textbooks, first, the experience-centered arts education was verified as core values. the composition and main contents of the SECOND Korean Art Curriculum reflected the increase of creative individuality of children. The meanings of the SECOND Korean Art Curriculum are as follows. First, in social meanings, it was helpful for overcoming the situation of the time. In the aspect of teaching-learning, it largely contributed to the change from arts education focusing on imitation paintings to arts education emphasizing the creativity and artistry. The Korea Art Education Association professionally handling the fine arts education was founded. This study is an attempt to research the art education history in Korea between the 1960s and 1980s from different angles of art education, and propose a prospect of and alternative for art education in the future, hoping to contribute to exploring and expanding the field.

요 약
 Ⅰ. 들어가는 말
 Ⅱ. 연구방법
  1. 연구방법과 구성
 Ⅲ. 박휘락 교수 연구 업적
  1. 생애사 및 연구 업적
 Ⅳ. 박휘락 교수의 학문 활동 경로
  1. 교사의 자발적인 연구회 활동
  2. 창조·표현주의 미술교육의 주창
  3. 창의적인 판화교육
  4. ‘한국아동미술협회’ 창설
 Ⅴ. 결 론
 References
 Abstract

• 양민영(경기고등학교 미술과) | Yang Min Young (Kyunggi High school)