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Field-Oriented Education

The academic curriculum of majors specifically suggests educational goals (skills, knowledge, and levels) to be achieved by students and flexibly and consistently connect theory, practice, arrangement of courses, academic goal of courses, education operation, and evaluation methods.

Proportion of practice-based courses
  • The department is currently arranging the academic curriculum of major courses to increase the weight on practice to immediately reflect trends in the field of art and industry along with demand from students in delineating their future careers, as based on the <Instruction of organization of the curriculum>.
  • Current status of the proportion of practice-based courses (practice/practice+theory)
    • Proportion of theory and practice-based courses in each major - ‘proportion of practice-based courses/ (proportion of practice-based courses+proportion of theory-based courses)’ - 1st semester in 2012: 79.1%, 2nd semester in 2012: 81.5%, 1st semester in 2013: 79.5%. (The proportion of practice-based courses is relatively higher since there are many courses conducting presentations of work and also graduation work in 2nd semester)
    • If we exclude general education classes from the Arts Foundation Department, which usually focus on basic theory, the proportion of major courses that are practice-based is very high.
  • Reflecting the fact that we are an art school, practice-based courses account for around 80% of our total courses. Because of this, we do not create separate guidelines for setting up practice-based courses but rather use each semester’s course creation guidelines to determine the maximum and minimum number of students for courses, thus making our education even more effective