In this blog post, I will summarize my academic experiences and school activities during high school, examples of how I’ve shown consideration for others, and my reasons for applying to the Department of Art Education at Chuncheon National University of Education.
Academic Experience and Reflections
I was a student who managed my school grades meticulously. Unlike studying for the College Scholastic Ability Test (CSAT), managing school grades required juggling nearly ten subjects at once, and since exams were held multiple times a day over several days, it felt even more challenging to manage my stamina and concentration. When I would focus intensely on studying one subject and then switch to preparing for an exam in another, the material I had previously memorized would often slip my mind.
To minimize this problem, I adopted the “note-taking study method.” I came across the book ‘Note-Taking Is a Skill’ while reading and resonated with the idea that note-taking is essential due to the limitations of short-term memory. From then on, I began actively using notebooks, notepads, and Post-it notes to write down and review information I needed to remember.
Specifically, I wrote information I could memorize in one go in my notebook, and information that needed two or three more repetitions in my notepad, which I opened frequently. By using different media depending on the number of repetitions required, it became easier for me to prioritize what to memorize. Additionally, I wrote items that were hard to memorize on Post-it notes and stuck them on my desk, textbooks, and files.
The advantage of Post-it notes was that I naturally encountered them frequently in my daily life. While I had to deliberately open my notebook or planner, Post-it notes would catch my eye naturally as I walked by, providing frequent exposure and increasing my retention rate. I set a rule to remove them the moment I memorized the information, which gave me a sense of accomplishment.
As a result of consistently practicing this note-taking method, I made fewer mistakes on exams and experienced the benefit of study material being transferred to long-term memory and becoming an integral part of my knowledge. The greatest achievement was developing a habit of turning information into knowledge through repetition and exposure, rather than stopping at mere memorization.
Writing About Major School Activities and Reflections
During high school, I joined the Drawing Club, which operated during creative elective periods. At first, I joined to learn art as a hobby, but while learning basic sketching, I became deeply captivated by the charm of drawing. From still lifes to portraits, as I learned about the movement of objects and various expressive techniques, my interest in and understanding of art expanded significantly.
My teacher told our class that she felt a sense of responsibility, believing that some of us might become future art students or painters, and those words served as a great source of motivation for me. I firmly resolved to major in art education as I aspire to become an elementary school teacher. This was because the experience was not merely about acquiring technical skills, but rather training that cultivated my powers of observation and my approach to self-expression.
The first step in the drawing course was to depict still lifes with a pencil. The teacher advised us to express the sensations we felt rather than trying to replicate objects exactly as they were. Since pencils are well-suited for depicting fine angles and shading, I tried drawing a glass cup while considering its texture and sense of volume.
While drawing the glass cup, I strove to convey a “transparent and warm feeling” through detailed observations of how light was captured and reflected, as well as the amount of water inside the cup. At first, I was disappointed to hear that my work looked more like rubber than glass, but based on that feedback, I adjusted my sense of balance and my approach to achieve a more stable result.
In the figure drawing class, I practiced composing and aligning the horizon line while sketching a classmate sitting down. By balancing the composition on the ground and placing the figure stably within the frame, and by intentionally incorporating shading and shadows, I received positive feedback. Through this process, I developed not only the ability to reproduce what I observed but also a sense of spatial composition.
After completing my pencil work, I also experimented with charcoal. Although I failed several times when I first started using charcoal, once I became accustomed to it, I was able to express myself more freely than with a pencil. Later, through croquis exercises that captured quick movements, I challenged myself to emphasize the movement of figures, and by exploring various materials and techniques, I was able to solidify my foundation as an art educator.
Examples of Consideration, Sharing, and Collaboration, and My Reflections
At our school, one of the facilities students most wanted was an “on-campus café.” When the need for a café where students could relax—rather than a small snack bar—was raised, the student council took the lead in drawing up plans for the café’s construction and operation, and commissioned the art club to design the exterior walls. As the only art-related club, our club was invited to participate.
Despite our limited skills, the club members voluntarily participated in the project, and I utilized the figure drawing skills I had honed to take charge of the figures on the café’s exterior wall. We settled on an overall concept of “an open-air café in the heart of New York City,” aiming for an open and airy atmosphere. We divided the wall into sections and assigned roles to each member to work efficiently.
When it came to depicting Western figures, I was concerned about my ability to capture them accurately, so I borrowed figure drawing books from the library to study various depictions of the human form. I practiced drawing various images—such as a woman in a trench coat or a man in casual attire—to master the style, and by collaborating with the members in charge of painting to apply the colors, we achieved a level of quality that looked as if it had been done by a professional company.
While working on this project, I deeply felt the importance of collaboration. The process of complementing each other’s weaknesses, coordinating our opinions, and completing a single space made me realize that this went beyond a simple art project—it was an endeavor that enhanced the quality of life for our community. I felt a great sense of pride watching my friends sit in front of my painting and enjoy tea in the finished café.
This experience taught me that art activities can contribute to the community beyond personal achievement. It also served as an opportunity to learn firsthand how to be considerate and communicate effectively while working together, as well as how to mediate and resolve conflicts when they arise.
Efforts and Preparation Related to Motivation for Application and Career Plans
My name is ○○○, and I am applying to the Department of Art Education at Chuncheon National University of Education. As Pestalozzi said, “Parents create the first human being, and education creates the second,” I believe that schools and teachers have a profound influence on students’ lives. Therefore, I believe that as an educator, I must become a person with a clear sense of responsibility and a well-defined educational philosophy.
My goal is to develop experiential art education programs that draw out children’s creativity and expressive abilities. Just as educators like Froebel and Montessori developed teaching materials for children, I believe that modern educators should not merely rely on existing materials but should design their own teaching materials and programs.
Currently, art classes in schools often remain limited to basic activities such as drawing, model-making, and tactile play. I believe we need an education centered on “hands-on activities” that can broadly foster children’s imagination and creativity. The experience of creating what they have imagined through hands-on activities and bringing it to life in a physical space greatly expands children’s expressive abilities and thinking.
My experiences with the Drawing Research Group laid the foundation for designing such an educational approach. Practicing observational drawing served as a starting point for moving from the subject to the imagination, while the school café project provided hands-on experience in bringing conceptualized images to life in a real-world space, thereby positively impacting the lives of others. These two experiences were instrumental in helping me develop the skills to design and implement experience-centered art education programs.
I aspire to provide an education that helps students create and express what they have only imagined in their minds. The process of sketching their own ideas, selecting materials, and bringing them to life will creatively illuminate their futures. Based on this educational philosophy and practical experience, I intend to pursue deeper studies in the Department of Art Education at Chuncheon National University of Education and grow into an expert in experiential art education programs for children.
