Development of DBR-Based Middle School Art Class Model for Social Justice Art Experiences

This study developed an art class model through a design-based research methodology for middle school students’ art experience based on social justice. The procedure for developing the class model was to design a draft of the class model through a review of field cases and literature research, and the final results of the class model were derived through the development of the first and second class models, field application, formative circulation, and theory generalization. Looking at the results of deriving this final class model, the first stage (Understanding) focused on acquiring core concepts and knowledge, the second stage (Explore) recognized the importance of social issues through appreciation activities that reflected the spirit of artists who deal with social issues, and the third stage (Execute) visualized social messages as artistic expressions and led to campaign activities, and the fourth stage (Reflect) suggested internalization through understanding and discussion of social responsibility in the overall class flow that became an artistic experience. The class model, which was gradually designed and developed in this way, is intended to provide teachers with a new class approach and educationally useful guidelines in the field of education.