1. ResearchProposal Ph. D. in art education Hyunji kwon ☺

2. TITLE OF STUDY • Towards Sustainability: • Children as Creator of Aesthetic Classroom

3. CONCEPT MAP • Classroom Aesthetic Code Place Sense of Place Environment Sustainability

4. Statement of PROBLEM • Theoretical Analysis: The concept and relation of sustainability, sense of place, aesthetic code, environment, place, and classroom environment • Empirical Practice: The case study of one 5th grade art class in Korean elementary school for three month project named CCAC (Children as Creator of Aesthetic Classroom).

5. Context of problem (nature: Progress) • Garioan, C. argues an art education is grounded in a learning process of “becoming other and becoming sustainable.” • Art project to create sustainable classroom affects to enhancement of sustainability

6. Background of problem (history) • Artistic movements to environmental art • The need of educating sustainability through art • Reggio Emilia philosophy asserts that environment is the third teacher and children look at the environment that they have. • Physical environment with aesthetic functional aspects, relations to human beings affects students’ learning (David and Weinstein, 1987)

7. Purpose of study • Through the art project “CCAC” (Children as Creator of Aesthetic Classroom), children’s aesthetic sense in classroom and passion for sustainable environment will be increased.

8. Significance of study • Through CCAC, • the enhancement of sustainability through the art will show • Art’s role in gaining awareness of sustainability and • Art’s role in contributing children to be a qualified citizen.

9. Preliminary literature review

10. Preliminary literature review

11. Foreshadowed problem • While planning and implementation project, my intention of research (to enhance connection between children and aesthetic classroom) might affect children in certain ways. • Potential bias and observer effect during data collection. • Budget problem

12. Design &Methodology • Case study: one 5th grade elementary school, art class/after-school program, 3 months • Data collection: artwork, writing reflection, interview, and video recording • Researcher’s role: Mentor, facilitator, participator, art educator, and observer • Design limitations: difference in urban/rural area, children sample size, ethical principles

13. References used in the proposal • ∙ Tarr, P. (2001). Aesthetic codes in early childhood classrooms: What art educators can learn from reggioemilia. Art Education, 54(3), 33-39. • ∙ Backman et al. (2012). Improving the school environment from a student perspective: Tensions and opportunities. Education Inquiry, 3(1), 19-35. • ∙ Charles R Garoian. (2012). Sustaining sustainability: The pedagogical drift of art research and practice. Studies in Art Education, 53(4), 283-301.