무용움직임이 미술영재프로그램에 미치는 학습효과

Abstract

미술영재아이들이 재능을 발휘를 돕기 위해 미술영재프로그램 전의 무용움직임프로그램 참여가 창의성, 표현력, 집중력, 협동심 그리고 통합적 예술교육의 향상에 긍정적인 영향을 미칠 수 있는지 그 효과를 밝히는데 이 연구의 목적이 있다. 무용움직임의 대상자는 서울시 H대학교의 미술영재교육 아카데미에서 지원하는 ‘2011년 서울시 저소득층 미술영재교육 지원 프로그램’에서 선발된 초등학교 3학년에서 초등학교 6학년 27명이다. 미술영재프로그램 기간은 2011년 6월 21일부터 2011년 11월 22일까지 6개월 동안의 과정으로 월 2회에서 3회 30분 수업이며 총13회 진행되었다. 선발된 미술영재아이들과 선생님들의 질문지는 SPSS 18.0 프로그램을 이용하여 요인분석, 신뢰도 검사(Cronbach's α), 기술통계 하였다. 그에 따른 결과는 다음과 같다. 첫째, 미술영재 아이들이 미술프로그램 전 무용움직임을 통하여 인식과 학습효과에 긍정적으로 나타났으며, 친구들과의 협력성에 가장 높은 효과를 나타냈다. 둘째, 무용움직임을 통해 미술선생님은 아이들의 표현력 향상, 무용선생님은 아이들의 호기심 향상에 가장 효과적인 것으로 나타났다. 셋째, 미술선생님은 무용움직임을 통해 아이들이 미술프로그램 전 긴장감 완화와 친밀성 증가, 반 전체의 결속력에 긍정적인 효과가 있는 것으로 나타났다. 넷째, 무용선생님은 무용움직임을 통해 아이들의 표현력과 집중력, 친밀감, 그리고 수업의 자발적 참여에 대해 긍정적인 효과가 있는 것으로 나타났다. 이와 같은 결과는 무용움직임이 미술영재프로그램에 표현력과 창의성에 긍정적 효과를 미치는데 주요 기재가 될 수 있음을 입증시켜 주었다. 주로 앉아서 동적인 수업이 많은 미술교육에 예술교육 중 가장 움직임을 많이 사용하는 무용을 함께 교육함으로써 아이들은 다양한 경험을 통하여 많은 것을 느끼고 생각하며 표현하게 된다. 이러한 프로그램을 통하여 미술영재 아이들이 더욱 효과적으로 발전적인 결과물을 산출할 수 있을 것으로 기대한다.

| The purpose of this study is to investigate the effect of dance motion whether that can give positive effect to improvement of creativity, expressiveness, concentration, teamwork and integrated art education in order for the art gifted children to display their great talent more greatly through dance motion before starting art gifted program. The objects of dance motion are 27 children of from 3rd grade to 6th grade of elementary school selected from '2011 support program for art gifted education program of low-income group in Seoul' supported by art gifted education academy of H University in Seoul. The period of art gifted program was a course of 6 months from June 21, 2011 to November 22, 2011, having been performed for total 13 times with 30 minutes per lesson for two rounds or three rounds per month. The questionnaire on selected art gifted children and teachers was accomplished factorial analysis, reliability check (Cronbach's α), and descriptive statistics using SPSS 18.0 program. The results accordingly are as follows. First, art gifted children showed positive effect on cognition and learning effect through dance motion performed before art program, and they showed the highest effectiveness on cooperativeness with friends. Second, through dance motion, art teacher recognized most effect on improvement of expressiveness, while dance teacher recognized most effect on improvement of curiosity of the children. Third, art teacher recognized positive effect on the children's lessening of tension before art program, increase in intimacy, and cohesion of the whole class through dance motion. Fourth, dance teacher recognized positive effect on the children's expressiveness, concentration, intimacy and voluntary participation in the class through dance motion. Such results as these verified that dance motion can be a main material for class to take a positive effect on expressiveness and creativity of art gifted program. Educating the children in dance which uses more motion than other art education, together with fine art education which has mostly static lesson, the children can feel, think and express many things. Through such program like this, it is expected that art gifted children can create better results for the future.; The purpose of this study is to investigate the effect of dance motion whether that can give positive effect to improvement of creativity, expressiveness, concentration, teamwork and integrated art education in order for the art gifted children to display their great talent more greatly through dance motion before starting art gifted program. The objects of dance motion are 27 children of from 3rd grade to 6th grade of elementary school selected from '2011 support program for art gifted education program of low-income group in Seoul' supported by art gifted education academy of H University in Seoul. The period of art gifted program was a course of 6 months from June 21, 2011 to November 22, 2011, having been performed for total 13 times with 30 minutes per lesson for two rounds or three rounds per month. The questionnaire on selected art gifted children and teachers was accomplished factorial analysis, reliability check (Cronbach's α), and descriptive statistics using SPSS 18.0 program. The results accordingly are as follows. First, art gifted children showed positive effect on cognition and learning effect through dance motion performed before art program, and they showed the highest effectiveness on cooperativeness with friends. Second, through dance motion, art teacher recognized most effect on improvement of expressiveness, while dance teacher recognized most effect on improvement of curiosity of the children. Third, art teacher recognized positive effect on the children's lessening of tension before art program, increase in intimacy, and cohesion of the whole class through dance motion. Fourth, dance teacher recognized positive effect on the children's expressiveness, concentration, intimacy and voluntary participation in the class through dance motion. Such results as these verified that dance motion can be a main material for class to take a positive effect on expressiveness and creativity of art gifted program. Educating the children in dance which uses more motion than other art education, together with fine art education which has mostly static lesson, the children can feel, think and express many things. Through such program like this, it is expected that art gifted children can create better results for the future.