This study investigated how identity competency, a core element of the 2022 rev. Korean National Art Curriculum, was reflected in 3rd & 4th grade elementary art textbooks. Emphasizing the integrated process of knowledge and artistic performance, the study developed an analytical framework based on BRT, CASEL’s SEL, and Wilson’s ELAE. Analysis of 16 art textbooks revealed that identity competency was primarily addressed through appreciation and production activities, with a focus on self-expression, creative agency, autonomy, and self-management. While metacognitive activities were present, they largely centered on task monitoring rather than deep reflection. These results highlighted the need to structure educational content and activities to foster self-exploration and critical reflection, suggesting that future art education should adopt more refined strategies to support the authentic internalization of identity competency.
Lee et al. (Mon,) studied this question.