학술논문
통합적 미술 교육이 유아의 창의적 그림표현에 미치는 효과
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- 영문명
- The effects of a wholistic art education for the creative pictorial representation of children
- 발행기관
- 한국영재교육학회
- 저자명
- 박숙희(Park Sook-hee) 김춘의(Kim Chun-eui)
- 간행물 정보
- 『영재와 영재교육』제1권 제2호, 97~117쪽, 전체 21쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2002.12.01
5,320원
구매일시로부터 72시간 이내에 다운로드 가능합니다.
이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
본 연구의 목적은 5세 유아에게 통합미술교육 프로그램을 적용한 실험집단과 전통적인 미술교육 프로그램을 적용한 비교집단간의 창의적 그림 표현력의 차이를 비교해 봄으로써 통합적 미술교육이 유아의 창의적 그림표현력에 미치는 효과를 검증하고자 하는 것이다. 이를 위해 서울 중구에 소재하고 있는 C 유치원의 남녀 5세 유아 총 30명을 연구대상으로 하였으며, 실험집단과 비교집단으로 각각 15명씩 무선 할당하였다.
효과검증을 위해 사용한 측정 도구는 Lorton & Walley (1979)의 창의적 평가척도와, 김정(1982), 오종숙(1987), 이수경(1988), 오신근(1993)의 평가 척도를 참고로 하여 이진이(1997)연구에서 제작된 측정도구를 사용하였으며, 점수화된 결과는 SPSS for WIN.10.0 통계 프로그램을 이용해 처리하였다. 그 결과 통합적 미술교육을 받은 실험집단이 전통적 미술교육을 받은 비교집단보다 유아의 그림 그리기에 있어 표현내용 향상에 더 효과적이었음이 검증되었다.
효과검증을 위해 사용한 측정 도구는 Lorton & Walley (1979)의 창의적 평가척도와, 김정(1982), 오종숙(1987), 이수경(1988), 오신근(1993)의 평가 척도를 참고로 하여 이진이(1997)연구에서 제작된 측정도구를 사용하였으며, 점수화된 결과는 SPSS for WIN.10.0 통계 프로그램을 이용해 처리하였다. 그 결과 통합적 미술교육을 받은 실험집단이 전통적 미술교육을 받은 비교집단보다 유아의 그림 그리기에 있어 표현내용 향상에 더 효과적이었음이 검증되었다.
영문 초록
A wholistic art education is doing unified art education that contains relation of other activities, and is the using for all areas of interest activity includes an art area in children education institutes.
Meanwhile, because the creativity, which is a mental ability that could think various unique methods out of general or could solve difficulties, is created in men"s very early, we could say the creativity is most important education in the children.
This research has an objective that supply a basic material for developing creative thought of children and effective education course in art, by the way of confirming the effects of children"s creative pictorial representation by a whole art education.
From these objections, this research established the hypotheses hereby. Hypothesis 1. A wholistic art education should be useful for increasing creative pictorial representation(representation attitudes, representation objects, representation contents, representation methods) rather than conventional. Hypothesis 2. The creative pictorial representation of children should be increased gradually by doing a wholistic art education.
This research was done to the thirty children of aged five in the "C" kindergarten located in Joong-gu Seoul. They were organized by the test group of fifteen child, who were verified the homogeneity by pre-test and considered the age and sex, and the controlled group of fifteen child.
A whole art education was done only to the test group with 12 times in four weeks from March 26<SUP>th</SUP> to April 18<SUP>th</SUP> in 2002. I did the activities of language, melody, science, and work for the theme of "Eggs", the activities of language, role-play, operate, and science for the theme of "My body", and the activities of language, science, work, and role-play for the theme of "Woods". The controlled group was only allowed regular education course of current kindergarten.
For the test of hypothesis 1, I used quantitative approach method. To know the difference of between two groups, I did t-test, For the test of hypothesis 2, I used qualitative approach method. So, from the contents of twelve times classes, I analyzed the creative pictorial representation by using of pictorial representation material of the first, middle, and last period.
The results of this research are followed
1. I confirmed that a wholistic art education is useful for increasing creative pictorial representation (representation attitudes, representation objects, representation contents, representation methods) rather than conventional. Representation attitudes, representation objects, and representation contents had a difference of statistical significancy by the level of P＜.001. Representation methods had a difference of statistical significancy by the level of P＜.01.
2. I confirmed that the creative pictorial representation of children is increased gradually by doing a wholistic art education.
In conclusion, a wholistic art education is useful for increasing representation attitudes, representation objects, representation contents, and representation methods of creative pictorial representation. And it is suggested that this also give a meaningful influence to the creative pictorial representative in the drawing of children.
Meanwhile, because the creativity, which is a mental ability that could think various unique methods out of general or could solve difficulties, is created in men"s very early, we could say the creativity is most important education in the children.
This research has an objective that supply a basic material for developing creative thought of children and effective education course in art, by the way of confirming the effects of children"s creative pictorial representation by a whole art education.
From these objections, this research established the hypotheses hereby. Hypothesis 1. A wholistic art education should be useful for increasing creative pictorial representation(representation attitudes, representation objects, representation contents, representation methods) rather than conventional. Hypothesis 2. The creative pictorial representation of children should be increased gradually by doing a wholistic art education.
This research was done to the thirty children of aged five in the "C" kindergarten located in Joong-gu Seoul. They were organized by the test group of fifteen child, who were verified the homogeneity by pre-test and considered the age and sex, and the controlled group of fifteen child.
A whole art education was done only to the test group with 12 times in four weeks from March 26<SUP>th</SUP> to April 18<SUP>th</SUP> in 2002. I did the activities of language, melody, science, and work for the theme of "Eggs", the activities of language, role-play, operate, and science for the theme of "My body", and the activities of language, science, work, and role-play for the theme of "Woods". The controlled group was only allowed regular education course of current kindergarten.
For the test of hypothesis 1, I used quantitative approach method. To know the difference of between two groups, I did t-test, For the test of hypothesis 2, I used qualitative approach method. So, from the contents of twelve times classes, I analyzed the creative pictorial representation by using of pictorial representation material of the first, middle, and last period.
The results of this research are followed
1. I confirmed that a wholistic art education is useful for increasing creative pictorial representation (representation attitudes, representation objects, representation contents, representation methods) rather than conventional. Representation attitudes, representation objects, and representation contents had a difference of statistical significancy by the level of P＜.001. Representation methods had a difference of statistical significancy by the level of P＜.01.
2. I confirmed that the creative pictorial representation of children is increased gradually by doing a wholistic art education.
In conclusion, a wholistic art education is useful for increasing representation attitudes, representation objects, representation contents, and representation methods of creative pictorial representation. And it is suggested that this also give a meaningful influence to the creative pictorial representative in the drawing of children.
목차
《요약》
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과 및 해석
Ⅳ. 논의 및 결론
참고문헌
ABSTRACT
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과 및 해석
Ⅳ. 논의 및 결론
참고문헌
ABSTRACT
키워드
해당간행물 수록 논문
참고문헌
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