아동의 디자인 창의성 평가 지표 개발

Abstract

21세기 지식정보화 사회의 핵심화두는 ‘창의성’으로 인문학부터 심리학, 과학 분야 등의 다양한 학문에서 집중적으로 연구되고 있다. 무(無)에서 유(有)를 창조하는 예술분야는 여러 학문 중에서도 가장 독창적인 것을 요구하는 분야이다. 창조성이란 디자인 활동에서 핵심 요소이다. 디자인은 회화나 조각 같은 예술성을 창작하기도 하고, 기존 인공물의 기능, 형태 등을 통해 문제를 해결하여 보다 편리하고 풍요로운 삶을 위해 개선하는 역할을 하기도 한다. 이와 같이 디자인이란 효과적으로 문제 해결능력을 길러 줄 수 있는 분야로서 창의성과 밀접한 관계성을 가진다. 창의성과 관련하여 타 학문에서는 창의성 교육 및 창의성을 측정하기 위한 평가 도구가 활발하게 개발되고 있으나, 디자인 학문에서는 창의성을 측정하고 평가할 수 있는 디자인 창의성 평가 지표에 대한 연구가 미흡한 실정이었다. 이에 대해 디자인 창의성에 대한 체계적인 연구의 필요성을 인식하여 디자인 관점에서의 창의성 평가 지표를 개발하고자 하였다. 본 연구의 목적은 만 5세~9세의 아동을 대상으로 한 디자인 창의성 평가 지표 개발에 대한 연구로서 디자인 창의성 평가를 위한 디자인 창의성 검사 도구를 제작하며, 검사를 시행하고 검사 산출물에 대한 평가를 통해 디자인 창의성 평가 지표를 개발하는 것이다. 디자인 창의성 평가 지표 개발을 위해 국내‧외 창의성 평가 방법의 특성과 디자인 창의성 평가의 필요성에 대해 논의하였다. 창의성 연구를 체계화하기 위해 가장 보편적으로 사용되고 있는 방법은 로데스(Rhodes)의 고전적인 4P(사람(Person), 과정(Process), 산출물(Product), 환경(Press))이다. 4P요소를 기반으로 한 창의성 평가 방법들은 오늘날까지도 다학문의 분야에서 지속적인 연구 및 평가 도구로서 활용되고 있다. 따라서 4P요소의 창의성 평가 방법은 디자인 관점에서의 창의성 평가 개발을 위한 기초도구로서 활용되기 위해 필요한 표준 근거이다. 본 연구에서는 디자인 창의성 평가를 위한 검사 도구로서 Rhodes의 4P요소 중 창의적 사람(Person)과 관련된 평가 방법인 ‘Torrance의 TTCT’, ‘Jellen과 Urban의 TCT-DP’, ‘전경원의 유아용 도형 창의성 검사(K-FCTYC)’를 토대로 연구자가 재구성하여 개발하였다. 디자인 창의성 검사 도구는 디자인 관점에서 창의성 수준을 평가하기 위한 검사로서 총 7가지 검사 종류로 구성되었다. [검사 1]은 ‘도형’을 주제로 반원을 보고 생각나는 것을 표현하여 도형을 완성해보는 활동, [검사 2]는 ‘조류’를 주제로 새의 부리를 완성해보는 활동, [검사 3]은 ‘곤충류’를 주제로 곤충의 뿔을 완성해보는 활동, [검사 4]는 ‘바다, 어류’를 주제로 바다 속을 상상하여 표현하는 활동, [검사 5]는 ‘의류’를 주제로 상황에 맞는 곰, 고양이의 옷을 완성해보는 활동, [검사 6]은 ‘계절, 나무’를 주제로 계절별 나무를 표현하는 활동, [검사 7]은 ‘도형’을 주제로 숫자와 여러 가지 도형을 보고 생각나는 것을 표현하는 활동이다. 디자인 창의성 평가 지표 도출을 위해 4P요소에 의한 여러 학자들의 선행연구를 토대로 1차적으로 일반적 창의성 평가 지표를 분류하였으며, 전문가 집단을 구성하여 그룹핑 작업을 진행하였다. 2차적으로 디자인 창의성 검사를 위해 중요하게 고려되는 평가 지표와 불필요한 평가 지표 여부에 관한 추가적인 설문을 진행하였다. 설문 결과, 창의성 검사 시 중요하게 고려되는 평가 지표는 ‘유창성’, ‘정교성’, ‘독창성’이었으며, 디자인 창의성 평가 지표로서 불필요한 것으로 판단된 지표들은 평가 시 제외하였다. 앞서 도출된 평가 지표는 일반적인 학문의 관점에서 보는 창의성의 평가 지표와 아동의 측면을 고려한 디자인 창의성 평가 지표의 의미에 혼돈이 있어, 적합한 용어 정리가 필요하다고 보았다. 최종적으로 3개의 디자인 창의성 평가 지표로서 아동의 표현력에 중점을 두어 ‘유창성’을 ‘표현의 다양성’, ‘정교성’을 ‘표현의 집중성’, ‘독창성’을 ‘표현의 독창성’으로 용어를 재정리하였다. 디자인 창의성 평가 지표 검증을 위해 만 5세~9세 총 241명을 대상으로 디자인 창의성 검사를 시행하였으며, 검사 산출물의 객관적인 평가를 위해 전문가 집단을 구성하여 ‘점수 산출 기준’에 근거하여 평가를 실시하였다. 디자인 창의성 평가 지표 중 ‘표현의 다양성’과 ‘표현의 집중성’은 각 배점 기준을 토대로 연구대상의 사례 수 내에서 절대적 평가로 진행되었으며, ‘표현의 독창성’은 남들과 다른 특수성을 지닌 지표로서 상대적 평가로 진행되었다. 평가 결과는 디자인 창의성 평가 지표의 세 가지 측면으로 정리하였다. 첫째, ‘표현의 다양성’은 아이디어를 얼마나 다양하고 풍부하게 표현하였는지를 중점을 두어 평가하였다. 평가 결과, 단계별로 검사를 진행할수록 다양한 산출물을 표현한 것으로 보아 디자인 창의성 검사가 다양한 표현력 향상에 긍정적인 영향을 준다는 것을 알 수 있었다. 둘째, ‘표현의 집중성’은 아이디어를 얼마나 깊이 있고 세밀하게 표현하였는지를 중점을 두어 평가하였다. 평가 결과, 단계별로 검사를 진행할수록 표현의 집중성은 저하되었다. 이는 전도식기 집단의 경우 자기표현이 시작된 지 얼마 되지 않은 시기이므로 전체 사례 중에서 섬세하고 집중적으로 표현할 수 있는 사례가 많지 않다는 것을 유추해볼 수 있다. 셋째, ‘표현의 독창성’은 아이디어를 남들과 다르게 독특하고 새롭게 표현하였는지를 중점을 두어 평가하였다. 독창성 평가는 선행연구 중 독창성 평가의 객관적 기준들을 토대로 측정한 비율에 근거하며, 사례에 따라 결과가 달라질 수 있는 평가 지표이다. 디자인 창의성 평가를 통해 중요하게 고려해야 할 부분은 디자인 창의성 평가 지표인 ‘표현의 다양성’, ‘표현의 집중성’, ‘표현의 독창성’의 각각 특징을 고려한 다양한 관점에서의 디자인을 위한 창의성 교육이 필요하다는 점이다. 본 연구는 창의성 발현의 최적기인 아동을 대상으로 디자인 창의성 검사 도구와 디자인 창의성 평가 지표를 개발함에 의미를 두며, 아동의 시기에도 디자인 창의성 교육을 하기에 충분한 가능성이 있음을 시사한다. 연구자가 개발한 디자인 창의성 검사 도구와 디자인 창의성 평가 지표는 앞으로 디자인적 사고 확장을 위한 창의성 교육을 보다 쉽게 접근할 수 있는 방법으로, 아동뿐만 아니라 초등학교 고학년에서 대학생까지 활용 범위를 넓혀 검사할 수 있도록 개발하였다. 실제로 교육 현장에서 디자인 창의성 검사를 시행함으로서 창의적 디자인 사고를 키우기 위한 열린 학습 환경을 제공하길 바라며, 디자인 창의성 검사 도구 및 평가 지표가 널리 활용될 수 있기를 기대한다.

Keyword : 디자인 창의성, 평가 지표, 아동의 표현력, Rhodes 4P요소, 창의성 평가 방법, 디자인 창의성 검사 도구|The creativity which emerges as the main topic in knowledge and information society in the 21st century has been addressed more than ever in many areas including humanities, psychology and science. The art that makes something out of nothing requires more originality than any other fields. What creative, among others, is the core element in design. Design creates the new as does the painting or sculpture as well as has the function to improve for more convenient and fertile life in a way of solving functional or apparent problem with existing artifact. Design, as described, is able to help enhance the ability to deal with the problem in more effective and creative manner and has close relationship with the creativeness. While evaluation tool to measure the creativity education and creativity has been under development in other fields, the study on design creativity evaluation index in measuring and evaluating the creativity lags behind in design. Thus this study is intended to develop the creativity evaluation index from design viewpoint, recognizing the need of systematic study on design creativity. This study is aimed at developing the design creativity evaluation index for the children aged 5 to 9, producing the examination tool for evaluation, examining and evaluating the outcome, thereby developing the evaluation index for design creativity. To that end, characteristics of domestic and foreign creativity evaluation approaches and the need of evaluation were addressed. The approaches used more commonly are Rhodes’ typical 4P elements (person, process, product and press) This creativity evaluation method based on 4P elements has still been used as the tool for study and evaluation in many fields and thus, a 4P-based method has served the standard guideline for creativity evaluation from design standpoint. In this study, the author develops the method referring and reframing Torrance’s TTCT and Jellen and Urban’s TCT-DP and Jun, Gyung-won’s graphic creativity test for infant (K-FCTYC) Design creativity test tool to evaluate the creativity from design standpoint includes 7 kinds of test. [Test 1] focusing on figure is the activity to express and complete what is thought from semicircle, [Test 2] focusing on birds is the activity to complete bird’s beak [Test 3] focusing on insect is the activity to complete the horn [Test 4] focusing on sea and fish is the activity to express the imagination about the sea, [Test 5] focusing on clothing is the activity to complete the costume for bear and cat depending on setting, [Test 6] focusing on season and tree is the activity to express the seasonal tress and [Test 7] focusing on figure is the activity to express what is thought in mind. Referring to previous studies conducted based on 4P elements, general creativity evaluation index was first categorized which was followed by grouping process with the experts’ group. Then secondly, additional questions were given to identify the indices which are considered important and unnecessary. Consequently, included in the indices considered important are fluency, elaboration and originality and those considered unnecessary were excluded from evaluation. With the terms of index, it’s considered necessary to redefine the term because of confusion between those from general academic viewpoint and those considering the children’s behavior. As a result, three indices for design creativity evaluation including ‘fluency’, ‘elaboration’ and ‘originality’ are redefined to ‘expressional diversity’, ‘expressional concentrativeness’ and ‘expressional originality’, respectively. Design creativity evaluation test of 241 children aged 5 to 9 was conducted in a bid to verify the design creativity evaluation index which was evaluated based on score calculation standard by the experts’ group for objective verification. Among the indices, evaluation of ‘expressional diversity’ and ‘expressional concentrativeness’ were conducted using absolute evaluation method while ‘expressional originality’ was by relative evaluation method. Evaluation result is summarized by three design creativity evaluation indices. First, evaluation is made focusing on ‘expressional diversity’ to identify how the expression is various and rich. As a result, the longer the evaluation the more divers the expression, indicating the positive effect of design creativity test on divers expression. Second, evaluation is made focusing on ‘expressional concentrativeness’ to identify how the expression is deep and detail. As a result, the longer the evaluation the less concentrated the expression, indicating the less detail and concentrated expression because it’s not long been since they started expressing in detail and concentrating for children aged 4 to 7. Third, evaluation is made focusing on ‘expressional originality’ to identify how the expression is new and unique differently with others. Creativity evaluation is based on the ratio measured by the basis of objective criteria of creativity evaluation of a precedent study and it is an evaluation index that can change the outcome depends on the cases. The important thing to consider through design creativity evaluation is that creativity education is needed for design on a variety of perspectives, which is considered characteristics of ‘expressional diversity’, ‘expressional concentrativeness’, ‘expressional originality’ respectively, design creativity evaluation indices. This study means a lot to develop design creativeness examination tool and design creativity evaluation index against children who have the best time for creativity expression, and it suggests that even when the childhood, they have enough possibilities to educate design creativeness. Design creativity test tool and evaluation index developed by the researcher will be further developed to serve more accessible way for creativity education to enhance the design thinking for the children as well as the students from the element school to college. It would hopefully provide open environment for creative design thinking through design creativity test at schools so as to be further utilized as design creativity test tool and evaluation index.

Keyword : Design creativity, evaluation index, children’s expressiveness, Rhodes 4P elements, creativity evaluation method, design creativeness examination tool; The creativity which emerges as the main topic in knowledge and information society in the 21st century has been addressed more than ever in many areas including humanities, psychology and science. The art that makes something out of nothing requires more originality than any other fields. What creative, among others, is the core element in design. Design creates the new as does the painting or sculpture as well as has the function to improve for more convenient and fertile life in a way of solving functional or apparent problem with existing artifact. Design, as described, is able to help enhance the ability to deal with the problem in more effective and creative manner and has close relationship with the creativeness. While evaluation tool to measure the creativity education and creativity has been under development in other fields, the study on design creativity evaluation index in measuring and evaluating the creativity lags behind in design. Thus this study is intended to develop the creativity evaluation index from design viewpoint, recognizing the need of systematic study on design creativity. This study is aimed at developing the design creativity evaluation index for the children aged 5 to 9, producing the examination tool for evaluation, examining and evaluating the outcome, thereby developing the evaluation index for design creativity. To that end, characteristics of domestic and foreign creativity evaluation approaches and the need of evaluation were addressed. The approaches used more commonly are Rhodes’ typical 4P elements (person, process, product and press) This creativity evaluation method based on 4P elements has still been used as the tool for study and evaluation in many fields and thus, a 4P-based method has served the standard guideline for creativity evaluation from design standpoint. In this study, the author develops the method referring and reframing Torrance’s TTCT and Jellen and Urban’s TCT-DP and Jun, Gyung-won’s graphic creativity test for infant (K-FCTYC) Design creativity test tool to evaluate the creativity from design standpoint includes 7 kinds of test. [Test 1] focusing on figure is the activity to express and complete what is thought from semicircle, [Test 2] focusing on birds is the activity to complete bird’s beak [Test 3] focusing on insect is the activity to complete the horn [Test 4] focusing on sea and fish is the activity to express the imagination about the sea, [Test 5] focusing on clothing is the activity to complete the costume for bear and cat depending on setting, [Test 6] focusing on season and tree is the activity to express the seasonal tress and [Test 7] focusing on figure is the activity to express what is thought in mind. Referring to previous studies conducted based on 4P elements, general creativity evaluation index was first categorized which was followed by grouping process with the experts’ group. Then secondly, additional questions were given to identify the indices which are considered important and unnecessary. Consequently, included in the indices considered important are fluency, elaboration and originality and those considered unnecessary were excluded from evaluation. With the terms of index, it’s considered necessary to redefine the term because of confusion between those from general academic viewpoint and those considering the children’s behavior. As a result, three indices for design creativity evaluation including ‘fluency’, ‘elaboration’ and ‘originality’ are redefined to ‘expressional diversity’, ‘expressional concentrativeness’ and ‘expressional originality’, respectively. Design creativity evaluation test of 241 children aged 5 to 9 was conducted in a bid to verify the design creativity evaluation index which was evaluated based on score calculation standard by the experts’ group for objective verification. Among the indices, evaluation of ‘expressional diversity’ and ‘expressional concentrativeness’ were conducted using absolute evaluation method while ‘expressional originality’ was by relative evaluation method. Evaluation result is summarized by three design creativity evaluation indices. First, evaluation is made focusing on ‘expressional diversity’ to identify how the expression is various and rich. As a result, the longer the evaluation the more divers the expression, indicating the positive effect of design creativity test on divers expression. Second, evaluation is made focusing on ‘expressional concentrativeness’ to identify how the expression is deep and detail. As a result, the longer the evaluation the less concentrated the expression, indicating the less detail and concentrated expression because it’s not long been since they started expressing in detail and concentrating for children aged 4 to 7. Third, evaluation is made focusing on ‘expressional originality’ to identify how the expression is new and unique differently with others. Creativity evaluation is based on the ratio measured by the basis of objective criteria of creativity evaluation of a precedent study and it is an evaluation index that can change the outcome depends on the cases. The important thing to consider through design creativity evaluation is that creativity education is needed for design on a variety of perspectives, which is considered characteristics of ‘expressional diversity’, ‘expressional concentrativeness’, ‘expressional originality’ respectively, design creativity evaluation indices. This study means a lot to develop design creativeness examination tool and design creativity evaluation index against children who have the best time for creativity expression, and it suggests that even when the childhood, they have enough possibilities to educate design creativeness. Design creativity test tool and evaluation index developed by the researcher will be further developed to serve more accessible way for creativity education to enhance the design thinking for the children as well as the students from the element school to college. It would hopefully provide open environment for creative design thinking through design creativity test at schools so as to be further utilized as design creativity test tool and evaluation index.

Keyword : Design creativity, evaluation index, children’s expressiveness, Rhodes 4P elements, creativity evaluation method, design creativeness examination tool