국립현대미술관 청소년도슨트 체험프로그램을 통해서 본 학생들의 인성변화에 관한 연구

Abstract

본 연구의 목적은 박물관·미술관이 창의·인성교육을 구현할 수 있는 적합한 환경임을 고려해 보았을 때, 인성교육의 학습 환경으로서의 미술관교육의 가능성을 확인하는데 있다. 이를 위해 제4기 국립현대미술관 청소년도슨트 체험프로그램의 교육 요소를 분석하여 참여자들의 교육을 받기 전·후 인성관련 인식의 변화에 미치는 영향을 분석하고자 했다.

연구 대상은 제4기 국립현대미술관 청소년도슨트 체험프로그램 참여자 20명 중 참가신청서와 자기소개서를 분석하여 참여동기에 따라 10명으로 선정하였다. 연구 도구는 교육부(2013)의 「인성지수 개발 연구」에 근거하여 인성의 3가지 영역 중 ‘사회성’을 설정하였다.

연구방법은 참여자들의 경험과 의미를 심층적으로 이해하기 위하여 질적 연구로 설계하였다. 참여관찰 방법 요소 중 언어적 행동(사람들이 하는 이야기 또는 쓰는 이야기 등)과 비언어적인 행동(몸동작, 얼굴표현, 자세)을 분석하여 교사와 학습자간의 상호작용, 학습자와 학습자간의 상호작용을 집중 관찰하여 결과를 이끌어냈다. 연구 결과는 다음과 같다.

첫째, 미술관이라는 공간 안에서 자신과 관심분야를 공유하는 사람을 만나 비슷한 관심사와 가치관을 가진 또래집단이 형성되었으며 이는 정서적 유대감 형성 및 청소년의 심리사회적 발달에 긍정적인 영향을 미쳤다. 대화·소통을 통한 정서적 유대감은 사회적 상호작용 상황에서 서로를 이해하고 공감할 수 있으며 이는 곧 자신을 긍정적으로 바라볼 수 있도록 하고 생활태도의 변화를 가져왔다.

둘째, 실습에 의한 교육프로그램 체험은 청소년에게 자신의 단점을 극복할 수 있는 방법을 경험하게 하였다. 또한 전문가의 직접적인 피드백을 통해 자신의 모습을 되돌아보고 문제점을 파악할 수 있는 기회를 제공하였다. 이는 도슨트 활동을 대비하여 대인관계 기술을 향상시킬 수 있는 동기가 되었으며, 실생활에서도 유용한 정보를 지식으로서 구성할 수 있는 계기가 되었다.

이처럼 청소년도슨트 체험프로그램에서는 기존 미술관교육의 감상프로그램과 직업체험 프로그램에서 관찰할 수 없는 또래집단의 형성, 의견 공유를 통한 지식의 확장에 의해 참여자의 인성관련 인식의 변화가 관찰되었다. 따라서 본 연구의 결론은 국립현대미술관 청소년도슨트 체험프로그램을 통한 참여자의 인성의 변화는 인성교육의 학습 환경으로서 미술관 교육프로그램이 미래 인재상이 갖추어야 하는 인성 함양에 기여할 수 있음을 시사한다.|The purpose of this research is in verifying the possibilities of the museum education as a context for the humanistic education considering the appropriateness of museums as an environment to embody the creative and personality educations. To this end, the educational elements of the high school docent program of the National Museum of Modern and Contemporary Art were analyzed to investigate how the education influences the participants with regard to the personalities before and after the involvement.

The 10 research targets were selected from the 20 participants of the high school docent program of the National Museum of Modern and Contemporary Art by examining participation motivations based on the applications and personal statements. The applied research methodology was set for ‘sociality’ of three personality areas of 「Personality Index Development Research」by the Ministry of Education (2013).

The qualitative research method was designed to understand the experiences and significances of the participants in great detail. The conclusions were drawn by analyzing the verbal behaviors (stories that people talk about or write about) and non-verbal behaviors (body languages, facial expressions, postures) among the components of the participant observation methods and observing interactions between instructors and learners and among learners. The findings are as follows.

First, a peer group sharing similar interests and values were formed within a museum space and this had a positive effect in establishing the emotional bonding and psychosocial development. The emotional bonding achieved through a conversation and communication enabled to understand and identify with each other, bringing changes in the living manners to see oneself positively after all.

Second, the education program provided the youth an opportunity to experience a way to overcome one’s weaknesses. It also gave a chance to identify the problems as reflecting oneself through the direct feedback from the experts. This became a motive to improve the interpersonal skills in preparation for the docent activities, and served as a momentum to structure useful information in real life as knowledge.

Likewise, the changes in the participants’ perceptions were observed through the expansion of knowledge by forming a peer group and sharing opinions. Therefore, this research conclusions imply that the personality transformations of the participants through the high school docent program of the National Museum of Modern and Contemporary Art can contribute to the cultivation of characters essential to become the man of ability in the future.; The purpose of this research is in verifying the possibilities of the museum education as a context for the humanistic education considering the appropriateness of museums as an environment to embody the creative and personality educations. To this end, the educational elements of the high school docent program of the National Museum of Modern and Contemporary Art were analyzed to investigate how the education influences the participants with regard to the personalities before and after the involvement.

The 10 research targets were selected from the 20 participants of the high school docent program of the National Museum of Modern and Contemporary Art by examining participation motivations based on the applications and personal statements. The applied research methodology was set for ‘sociality’ of three personality areas of 「Personality Index Development Research」by the Ministry of Education (2013).

The qualitative research method was designed to understand the experiences and significances of the participants in great detail. The conclusions were drawn by analyzing the verbal behaviors (stories that people talk about or write about) and non-verbal behaviors (body languages, facial expressions, postures) among the components of the participant observation methods and observing interactions between instructors and learners and among learners. The findings are as follows.

First, a peer group sharing similar interests and values were formed within a museum space and this had a positive effect in establishing the emotional bonding and psychosocial development. The emotional bonding achieved through a conversation and communication enabled to understand and identify with each other, bringing changes in the living manners to see oneself positively after all.

Second, the education program provided the youth an opportunity to experience a way to overcome one’s weaknesses. It also gave a chance to identify the problems as reflecting oneself through the direct feedback from the experts. This became a motive to improve the interpersonal skills in preparation for the docent activities, and served as a momentum to structure useful information in real life as knowledge.

Likewise, the changes in the participants’ perceptions were observed through the expansion of knowledge by forming a peer group and sharing opinions. Therefore, this research conclusions imply that the personality transformations of the participants through the high school docent program of the National Museum of Modern and Contemporary Art can contribute to the cultivation of characters essential to become the man of ability in the future.