A Sequential Analysis on the 2015 Revised National Curriculum and High School『Appreciation and Criticism of Theatre』Textbook -Focusing on the achievement standards

As a follow-up study of advanced study, this study, having interest in the process of didactic transposition that occurs while realizing curriculum in school settings, aims to make a sequential analysis on the 『Appreciation and Criticism of Theatre』 textbook focusing on the achievement standards of 2015 Revised National Curriculum, and obtain implications for development and modification of textbook as well as revision of future curriculum.To achieve such purposes, this study established analysis standards based on the ‘Appreciation and Criticism of Theatre’ curriculum and curriculum research and development report 『Research and Development of Draft for 2015 Revised National Curriculum Ⅱ-High School Art Subject Curriculum』 from the 2015 Revised National Curriculum. To analyze connectivity between achievement standards and establishment of units, this study examined large, medium and small units to identify in what units each of 23 achievement standards is being realized. With respect to learning objectives, this study set ‘Is learning objective established suitably for realizing achievement standards?’ as a standard of analysis, and for learning activity, this study generated and 90 elements for analysis of learning activity by achievement standards (26 content learning elements, 49 aimed learning elements, 15 application learning elements) and set the elements as analysis standards.Analysis results can be summarized as follows. While borrowing the principle of textbook model focusing on the core achievement standard as a formality, 『Appreciation and Criticism of Theatre textbook is reconstructed』 focusing on the eyes of recipients, not of producer in terms of contents, and most of achievement standards are being distributed and realized in a multiple number of units after being integrated between and within the areas excepting ‘Understanding of Appreciation and Criticism’, and this study confirmed that achievement standard [Yearbook 12-02-02] is omitted in the aforementioned process. Total 58 learning objective are suggested by small units and 21 of which are considered appropriate to realize each achievement standard, whereas 37 need to be improved for realizing achievement standards. Aspects of learning objectives that need to be improved are① learning objective that analysis-integration is necessary due to repetition or excessive segmentation, ② learning objective that needs to be reestablished due to duplication of learning contents, ③learning objective that needs to be expanded for lack of learning content. As for learning activity, 86 out of 90 elements for analysis of learning activity by achievement standards are being realized in a variety of textbook elements, but content or activity is omitted in 1 content learning element and 3 aimed learning elements respectively. With respect to learning activity, this study discovered problems such as learning activity without consideration to the amount of learning, learning activity that duplication of contents is worried, learning activity that learning contents are uncertain or there is a leap of learning process, learning activity that advance learning is required etc. Implications of this study include this study reconstructed curriculum in a creative way by looking ‘Appreciation and Criticism of Theatre’ subject from the perspectives of the audience, this study organized to enable students to learn appreciation and criticism based on the elements of theatre and appreciation such as production, acting and stage instead of learning appreciation and criticism based on the type and style of theatre. Based on the result of analysis, this study suggested ①organization of textbook units based on the thorough analysis of curriculum, ②segmentation of learning objectives through analysis of curriculum, ③reexamination of the segmentation levels of curriculum achievement standards, ④construction of communication system between textbook and curriculum developers, ⑤construction of communication system between textbook developers by subject, ⑥secure of performing and film materials as textbooks, ⑦case study of the use of textbook etc. for future development of curriculum and revision of textbook. This study is expected to make a contribution to the qualitative development of textbook and formation of discourse about theatre curriculum and theatre textbook for the future.