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The purpose of this study is to design a curriculum with works of art that are aesthetic objects, and to present through actual learning activities how the transformation and creation of educational experiences develop in the course of instruction. The school field has long lost its vitality due to the problems with mem-orization education and the resulting dead knowledge irrelevant to the learner. Aesthetic experiences are the prototype of educational experiences that revitalize this educational field and actively motivate learning. The curriculum was designed as 'art-based educational research', and works of art were textured and classes were conducted through storytelling. Through Picasso's works, it was reorganized into educational experiences such as 'expanded perspective on the world', 'self-reflection for effort and development', 're-cognition of human nobility', and 'a source of positive energy'. From the point of view of each character, Sophocles' work saw the image of a tyrant in arrogance and narcissism who forced others to sacrifice to maintain his power through Creon and thought about the fate of a young man who had no choice but to choose death out of responsibility for his lover and self-destruction for his father. These results served as an opportunity to experience the possibility of transformation from visual to cognitive images, and it was found that recognition of problems from various perspectives is a stepping stone for expanding the eye.
Younghee OK (Fri,) studied this question.