창의적 인성 개발을 위한 초등미술교육 프로그램에 관한 연구

Abstract

본 연구는 미술 놀이치료적 접근을 통해 창의적 인성을 개발할 수 있는 프로그램을 개발하고, 초등학교 3·4학년 미술교육과정에 적용함으로써 학교 미술교육을 통해 아동의 창의성을 신장할 수 있는 방안을 모색하는데 그 목적이 있다. 이를 위한 이론적 배경에서는 창의성과 창의적 인성의 개념 및 특성에 대하여 이해하고, 미술 놀이의 치유적 기능을 교육현장에서 적용하기 위한 근거를 찾고자 미술 놀이의 개념과 교육적 가치, 미술 놀이와 인성, 미술 놀이와 치료교육에 대하여 살펴보았다. 또한 치료적 접근으로서의 미술과 놀이를 이해함으로써 미술 놀이치료적 접근의 의미를 고찰하였다. 본 연구 프로그램을 개발하기 위해 창의적 인성의 하위 요소들을 신장시키고자 하는 40여편의 선행연구들을 고찰하였다. 이를 통해 초등학교 3·4학년 미술과 교육과정에 미술 놀이치료적 접근을 적용할 근거를 찾고, 창의적 인성의 요소들을 신장시키고자 했던 선행 연구들을 보완할 수 있는 방법을 논의하였다. 또한 프로그램의 대상을 분석하고 미술 놀이의 치료적 기법과 요소를 3·4학년 미술과의 학습요소와 함께 교육과정 내에서 적용할 수 있는 수업 과정안을 개발하여 창의적 인성의 개발을 위한 미술 놀이치료적 접근의 미술 교육 프로그램을 제안하였다. 본 연구의 결과를 요약하면 미술 놀이치료적 접근을 통한 미술교육 프로그램은 초등학교 3·4학년 아동의 창의적 인성 개발에 긍정적인 영향을 줄 수 있을 것으로 기대할 수 있다. 창의적 인성의 하위 요소인 자기확신, 독립성, 과제집착, 상상력, 호기심, 개방성의 6가지를 세부 목표로 하여 미술교육 프로그램을 구성하였으며, 이러한 요소들의 신장에 유의미한 결과가 있을 것으로 기대된다. 이러한 연구결과는 일반 아동을 대상으로 한 미술 놀이치료적 접근의 연구와 활용 가능성에 대해 미술과 놀이가 가지는 치료적인 힘이 현재의 교육환경에서 대두되고 있는 창의적 인성의 발달에 중요한 역할을 할 수 있음을 의미한다. 또한 현재 교과과정 연계에 중점을 둔 창의성 교육 프로그램에 미술 놀이치료적 접근을 적용할 수 있는 가능성을 찾을 수 있었다. 그러므로 앞으로 대상과 범위를 확대하여 실제 초등교육 현장에서 활용할 수 있는 다양하고 구체적인 미술 놀이치료적 접근으로서의 모형과 효과적인 프로그램의 연구가 이루어져 보다 전문적, 지속적으로 활용되었으면 한다.|This study aims to develop programs building creative characters through art play therapeutic approaches and by applying them into the 3rd and 4th elementary school curriculums seek for ways to improve children’s creativity through the public art education. To this end, this study understood concepts of creativity and creative characters and characteristics and to find out foundations for applying art play therapeutic functions into the school looked into the concept of art plays, educational values, art plays and characters, and therapeutic education. Besides, it investigated the meaning through art play therapeutic approaches by understanding art and plays therapeutically. To develop this study’s program, about 40 precedent studies were analyzed to improve sub-factors of creative characters. In doing so, the study found out foundations applying art play therapeutic approaches to the 3rd and 4th elementary school curriculums and discussed how to complement the precedent studies that aimed to boost factors of creative characters. In addition, it presented art education programs with art play therapeutic approaches for development of creative characters by analyzing the program target and developing art play therapeutic art education programs that can apply not only therapeutic techniques and factors of art plays but also learning factors of the third and fourth art education, to the curriculums. The findings of this study are summarized as follows. The art education program in terms of art play therapeutic approaches is expected to have a positive impact on creative character development of the third and fourth graders. An art education program was organized by taking sub-factors of creative characters as a detailed object: self-assurance, independence, task commitment, curiosity and openness. These factors will show significant improvement. Such a finding means that a study on art play therapeutic approaches aiming at normal children and the applicability of therapeutic potentials of art and plays could play an important role in development of creative characters that are becoming significant in current educational environments. Furthermore, it could find out applicability of art play therapeutic approaches to creativity educational programs based on links with current curriculums. Therefore, it is hoped that models with various and detailed art play therapeutic approaches that can be applied to the real elementary school field and efficient programs will be studied and the findings will be used more professionally and consistently.; This study aims to develop programs building creative characters through art play therapeutic approaches and by applying them into the 3rd and 4th elementary school curriculums seek for ways to improve children’s creativity through the public art education. To this end, this study understood concepts of creativity and creative characters and characteristics and to find out foundations for applying art play therapeutic functions into the school looked into the concept of art plays, educational values, art plays and characters, and therapeutic education. Besides, it investigated the meaning through art play therapeutic approaches by understanding art and plays therapeutically. To develop this study’s program, about 40 precedent studies were analyzed to improve sub-factors of creative characters. In doing so, the study found out foundations applying art play therapeutic approaches to the 3rd and 4th elementary school curriculums and discussed how to complement the precedent studies that aimed to boost factors of creative characters. In addition, it presented art education programs with art play therapeutic approaches for development of creative characters by analyzing the program target and developing art play therapeutic art education programs that can apply not only therapeutic techniques and factors of art plays but also learning factors of the third and fourth art education, to the curriculums. The findings of this study are summarized as follows. The art education program in terms of art play therapeutic approaches is expected to have a positive impact on creative character development of the third and fourth graders. An art education program was organized by taking sub-factors of creative characters as a detailed object: self-assurance, independence, task commitment, curiosity and openness. These factors will show significant improvement. Such a finding means that a study on art play therapeutic approaches aiming at normal children and the applicability of therapeutic potentials of art and plays could play an important role in development of creative characters that are becoming significant in current educational environments. Furthermore, it could find out applicability of art play therapeutic approaches to creativity educational programs based on links with current curriculums. Therefore, it is hoped that models with various and detailed art play therapeutic approaches that can be applied to the real elementary school field and efficient programs will be studied and the findings will be used more professionally and consistently.