A Study on the Educational Implications of Performative Aesthetics and the Expansion of the Concept of ‘Johyeong’ in Art Education

The concepts of ‘Johyeong’ (a Korean term corresponding to ‘art making’) and ‘art’ are inextricably interconnected. Since the 1960s, transformative movements in contemporary art, particularly those grounded in performative aesthetics, have expanded the concept of art and led to a reconfiguration of Johyeong in art discourse. This study explores how Johyeong can be reconceptualized in art education through the lens of performative aesthetics. Through a review of the literature, this study examines theoretical discourse and contemporary art practices in relation to the 2022 revised Korean national art curriculum. The findings are as follows: First, performative aesthetics has transformed the ontological status of art through its three core concepts: embodiment, temporality, and interactivity. This implies a pedagogical shift in art education toward an expanded understanding and teaching of Johyeong in temporal, spatial, and relational dimensions. Second, Johyeong is reconceptualized as a transformative, co-creative process mediated through the body. Third, based on this expanded view, new Johyeong elements (space, body, time, void) and principles (chance, relation, sequence) are proposed. These support students’ engagement with art beyond formal outcomes, emphasizing embodied inquiry, identity, and community.