A Study on the Statements of Achievement Standards for the 2022 Revised Elementary Art Curriculum Based on Bloom’s Revised Taxonomy: Focusing on the comparison of the common curriculum and the basic curriculum

This study examined the meaning of integrated education in the elementary education field by comparing and analyzing achievement standards statements between the 2022 revised common curriculum and the basic curriculum elementary art department by applying Bloom's revised taxonomy. As a result of the analy-sis, achievement standards were concentrated in some types of knowledge and cognitive process, and the basic curriculum art department showed a very low or unbalanced distribution in terms of cognitive process evaluating and synthesizing compared to the common curriculum. In addition, due to art classes focused only on expression activities, the proportion of "evaluating" and "creating" related to higher order thinking in the basic curriculum appreciation area was very low. Accordingly, it is suggested that an integrated study of the basic curriculum is needed by referring to the balanced composition ratio with the common curriculum art, and research analysis data on achievement standards should be distributed to the educa-tional field.