본 연구는 미술관 체험 활동을 중심으로 한 미술 감상 프로그램의 개선을 목적으로 실행 연구를 수행하였다. 본 연구를 위해 초등학교 5학년 학생들로 구성된 미술관 관람 동호회를 대상으로 2005년 7월부터 2006년 3월까지 총 8회의 전시회를 관람하고 감상 수업을 진행하였다. 감상 수업의 형태는 미술관 관람 전과 미술관 관람 중, 미술관 관람 후로 나누어 진행하였으며, 각 수업의 진행시마다 필요한 감상 워크시트를 제작하여 함께 사용하였다. 미술관 감상 수업에서 문제점으로 지적된 학습지 위주의 감상과 느낌 위주의 감상 수업에서 벗어나 보다 체계적이며 통합적 감상 수업으로 수업을 개선하기 위해 조형원리의 이해와 다양한 감상 방법의 감상 수업을 진행하였다. 개선 사항에 따라 수정된 감상 수업은 다음 미술관에서의 감상 수업에 적용하였다. 계획, 실행, 반성 등의 반복적인 실행 연구 과정을 통해 감상 수업의 실질적 개선을 도모하였으며, 수업에 대한 비판적 안목을 높일 수 있는 계기가 되었다.

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  This study offered students many chances to enjoy art works in museums and make them research, present, and discuss during the process of appreciation to encourage them to think, feel, and understand the artwork. The teacher, a co-researcher, has conducted this study as a host of appreciation class and reflected the classes. As a co-researcher, the teacher examined student"s appreciation activity. At the same time, the researcher"s description and comments in relation to student"s appreciation activity have been re-applied to the next classes. The other co-researcher, the art educator, help the teacher analyze and relfect the art classes during the whole research process.
  This study organized a community to visit art gallery targeting 5th graders, and investigated their educational activities based on teacher"s questions and interview. There were 8 sessions of appreciation class conducted from 2005, Jul to 2006, Mar. The program divided into three steps, such as pre-visit program, during visit program, and after visit program. It utilized some worksheet of appreciation as needed. Before the gallery experience, it focused on student"s presentation, including students assignment regarding the purpose of performance, artists, and its characteristics. During the experience, it allowed students to appreciate the works using worksheet presented earlier. Then, students began to deliver their opinions toward the artworks looking at the worksheets, and present their feelings or contents in other way when they finish the gallery experience.
  The followings were the results of this study.
  First, the appreciation activity in an art gallery was effective to foster student"s appreciation competence.
  Second, students became to understand artist"s purpose, its periodicㆍcultural backgrounds, as well as a formative feature of artwork.
  Third, it was useful for students to have a standard to appreciate the values of artwork by learning and experiencing many ways of art appreciation.
  Fourth, for the better lesson, this study identified that the teacher"s enthusiastic efforts in planning, practicing, and reflecting of art class were essential.

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