日韓の新ナショナルカリキュラムにおけるダンスに関する内容の具体化と比較検討：韓国の「体育」教科書を用いて

抄録

  This article is a continuation of a study conducted by Park and Murata (2013) in which they reviewed the large number of changes to theme-centered types of dance in the new physical education (PE) curriculum in Korea (2007 Revised Education Course) but which did not review the contents in detail. Based on their research, this article attempts to review the methods in which expression activities in Korea are actualized by examining published PE textbooks that were written in accordance with the 2007 revision of the curriculum. This article aims 1) to describe the actualization of the contents of expression activities in the new PE curriculum by reviewing the direction in which dance suggested in the national curriculum is treated in school classes, and 2) to suggest the future direction of dance education and PE in Japan and Korea by comparing the Korean results with the Japanese results, as reviewed in Park and Murata (2013).
  The types of activities suggested in Korean textbooks are almost the same as the optional activity examples suggested in the curriculum. Creative activity is treated as important. In every textbook, content is presented so that the student may understand the principles that exist in both dance and expressive sports. This is followed by a creative process which involves creating and presenting new dance works. In particular, the expressive sports that are suggested as expression activities are not suggested as competitions targeting the expressive activity, but instead are actualized to make creative activity possible. Also, expressive sports are actualized so that students can gain an understanding of the expression of esthetic appreciation. In comparison, the Japanese curriculum suggests detailed teachings of compulsory dance areas in grades 1 and 2 of middle school. It is expected that students will have more opportunity to experience dance, and the quality of education will be improved by giving teachers hints as to how they should teach. In contrast, in Korea, the expansion of opportunity for students is expected to enhance the experience of expressive and creative activities by broadening activity areas with various physical expression activities. The characteristics of, and differences between the two countries were also confirmed by reviewing the results of Park and Murata (2013) regarding the common terms and processing methods and development of learning shown in their respective dances. This article suggests that it will be necessary to check the existence of dance areas and to review the teaching content and methods for dance education in preparation for the change to theme-centered types of dance in Japan, in order to preserve dance education in the future. For Korea, it suggests investing in opportunities to experience the fun and attraction of dance in expression activity areas, to increase the identity of dance, and to reinforce the teaching and methods of improvisation and rhythm-type dances.