유형별 조형활동이 유아의 창의성 발달에 미치는 영향

• 영문명: The influence of the formative art activity by the type on the development of the infant’s creativity
• 발행기관: 한국창의력교육학회
• 저자명: 원성자(Weon, Seung-Ja)
• 간행물 정보: 『창의력교육연구』제4권 제1호, 143~168쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2001.12.30

국문 초록

평면적, 입체적조형활동은 유아들에게 감각경험을 쉽게 접근할 수 있도록할 수 있는 활동중의 하나이며, 제5차와 6차 유치원 교육과정에서도 창의적 표현능력 신장을 유치원의 교육 목표 중 하나로 제시하고 있어 이런 교육기회 제공이 필요하다. 따라서 본 연구자와 유아가 함께 유치원 교육과정에따라 선정한 주제로 조형활동 프로그램을 계획하여 입체조형활동 집단과 평면조형활동 집단으로 구성하여 창의성 발달에 어떤 영향을 주었는가를 비교 분석하였으며, 연구의 대상은 경기도 남양주시에 소재 한 K초등학교 병설유치원 유아 만 5세 24명으로 선정하였다. 본 연구에서 밝혀진 결과 평면조형활동은 유아의 창의성발달에 긍정적인 영향을 미치는 것으로 분석되었으며, 하위요인에서는 유창성과 융통성, 상상력이 통계적으로 의미있는 영향을 미쳤다. 또한 입체조형활동도 유아의 창의성발달에 유의미한 영향을 미치는 것으로 분석되었으며 하위요인에서는 유창성, 융통성, 상상력에서의 사전검사와 사후검사 처치가 통계적으로 의미 있었다. 평면조형활동과 입체조형활동을 실시한 두 집단의 창의성 하위요인의 발달 정도를 비교분석 한 결과 유창성에서는 입체조형활동집단의 발달정도가 유의미하게 큰 것으로 나타났으나 다른 두 하위요인에서는 의미 있는 차이가 관찰되지 않았다. 본 연구를 통하여 유아의 창의성을 향상시키기 외한 입체조형활동과 평면조형활동 프로그램이 유아의 창의성 향상에 효과가 있음을 알 수 있었다. 입체조형합동 그룹과 평면조형 활동 그룹의 유아들에게 다양한 주제와 재료, 경험을 통한 효율적인 조형활동 교육 프로그램을 투입하였을 때 유아들의 창의적인 표현능력은 더 향상될 것이다.

영문 초록

The thesis aimed to examine the influence of the cubic and the plane formative art activity on the development of the infant’s creativity. For the research purpose, a group for the cubic formative art activity and the other for the plane art were selected to be engaged in the formative art activities program, prepared in such a way that the infants could express their emotional diversity and individuality into an art and adopted as a preschool curriculum. Then, the influence of the formative art activity applied to each group on the development of creativity was compared between the two groups and analyzed. The subjects of the research were the 24 infants whose age was 5 years old and who belonged to the preschool affiliated to K elementary school located in Namyangju-si, Kyeonggi-do. The research questions according to the research purpose were as below; 1 What influence does the cubic formative art activity have on the development of the infant’s creativity? 2 What influence does the plane formative art activity have on the development of the infant’s creativity? 3 Are the influences of the cubic and the plane formative art activity on the development of the infant’s creativity different? The treatment applied to the experimental group was a personally chosen program for the formative art activities including the cubic and the plane art activity and was given 2~3 times a week, total 15 times during the 6 weeks as a regular educational program. The testing material for creativity was the one devised by Jean Kyeong-won at the Institute for the Development of Creativity, and consisted of such sub-criteria of creativity as fluency, adaptibility, originality, and imagination. SPSS PC+ was used in the analysis of data. When looking over the results of the research, the plane formative art activity was accounted for to have a positive impact on the development of the infant’s creativity; by the sub-criteria, it had a statistically significant impact on fluency, adaptibility and imagination. The result corresponded to the analysis of Ji Du-hyeon(1985) that the artistic activities had an influence on the infant’s creativity and to that of Lee Su-gyeong(1987) that creativity in painting has been improved after the activity of movement as an emotional expression. Besides, the cubic formative art activity also had a significant impact on the development of the infant’s creativity; by the sub-criteria, it showed a statistically significant impact on fluency, adaptibility and imagination, when comparing between the results of the pretesting and the posttesting. The result corresponded to the analysis of Seok Ji-yeon(1998) that the experience of participating in the cubic formative activity and working with various materials concerning a single theme had an influence on the infant’s creativity. It was compared and analyzed whether the degree of the development of creativity by the sub-criteria was different between the two groups engaged in the plane and the cubic formative art activity, respectively. As for fluency, a sub-criterion of creativity, the degree of the development in the cubic group was significantly larger than any other group; but as for the other two sub-criteria, adaptibility and imagination, there was no significant difference. According to the results of the research mentioned above, the teacher’s motivation of the infant’s formative art activities, and plan and tactics to teach the subject corresponding to the infant’s interest were concluded to be helpful in improving the infant’s creativity. Therefore, the teachers of infants should prepare a planned and regular program for the formative art activity to help promoting the development of the infant’s creativity.

목차

요약

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구 결과 및 해석

Ⅴ. 논의 및 결론

참고문헌

ABSTRACT