창의성 발달을 위한 아동미술 지도방안 연구 및 효과분석 : 도식기 아동을 대상으로

서지정보

ㆍ발행기관 : 한국아동미술학회 ㆍ수록지정보 : 아동미술교육 / 5권
ㆍ저자명 : 함숙찬

목차

Ⅰ. 서론
Ⅱ. 창의성 미술 프로그램 개발과 지도방안
Ⅲ. 연구대상 및 방법
Ⅳ. 창의성 프로그램 효과 분석
Ⅵ. 결론 및 제언
참고문헌

한국어 초록

1세기 현대 사회는 세계화 정보화 시대로써 세계 여러나라의 다양한 문화, 경제, 교육에 대한 관심이 고조되고 있는 상황이다. 이러한 시대적 환경에서 우리에게 필요로 하는 인간상은 사회에 적응력 있고 창의력 있는 인간이라 할 수 있다.
이러한 시대적 흐름에 발 맞추어 우리나라의 교육도 1981년 공포된 제4차 교육과정에서부터 현행 제7차 교육과정에 이르기까지 창의성 계발을 교육의 중심에 두고 다양하게 연구되어지고 있다. 창의성은 논리(좌뇌)와 직감(우뇌), 섬세함(좌뇌)과 구상력(우뇌), 그리고 노력(좌뇌)과 영감(우뇌) 등 서로 긴밀한 좌․우뇌의 상호작용을 통해 발달되어지며 특별한 사람만이 가지고 있는 것이 아니라, 누구에게나 존재하며 가르칠 수 있고 배울 수 있는 요인이며 어려서부터 꾸준한 노력과 교육을 통하여 길러질 수 있다.

영어 초록

Aiming at the systematic and in-depth development of creativity through creativity- oriented activities using the forebrain, first, the present study developed a program based on the components of creativity and Bloom’s taxonomy of educational objectives and, second, taught children in their schematic stage (7～9 years old) through the creative conception technique using the developed program. The objective of this study was to prove that teaching using the creativity program developed by the present researcher and the creative conception technique is effective in developing children’s creativity.
For this purpose, we formulated research questions as follows.
1. When a program was developed using the components of creativity and Bloom’s taxonomy of educational objectives and was applied to class along with the creative conception technique, was the program effective in developing the sub-factors of creativity (sensitivity, fluency, flexibility, originality)?
2. When a program was developed using the components of creativity and Bloom’s taxonomy of educational objectives and was applied to class along with the creative conception technique, were there differences between male children and female children?
3. When a program was developed using the components of creativity and Bloom’s taxonomy of educational objectives and was applied to class along with the creative conception technique, were there differences in the development of creativity among age groups?
The subjects of this study were 22 male and female children in their schematic stage (7～9 years old) living in Hongseong, Chungcheongnam-do. The developed creativity program was applied to the children, and in order to see if there was any significant change, they were tested using Bloom’s artistic creativity scale and the effects of the program were analyzed.
The results of this study are as follows.
1. Art activity using the program developed for the sub-factors of creativity (sensitivity, fluency, flexibility, originality) and the conception technique was effective in the development of the sub-factors of creativity (sensitivity, fluency, flexibility, originality).
2. Art activity using the program developed for the sub-factors of creativity (sensitivity, fluency, flexibility, originality) and the conception technique produced the same effect in improving creativity for male and female children.
3. Improvement in art activity using the program developed for the sub-factors of creativity (sensitivity, fluency, flexibility, originality) and the conception technique was higher in young children, and was relatively low in children at the age of 9, the oldest age group among the subject of this study. This shows that ‘class using Bloom’s program and creative conception technique’ is more effective in younger children.
As the results of this study presented above suggest, when children were taught with the program developed by the present researcher and the creative conception technique, they showed improvement in all the sub-factors of creativity (sensitivity, fluency, flexibility, originality). Thus, it was proved that art education using the developed creativity program and the creative conception technique is effective in children’s creativity using the forebrain and the effect is higher in younger children.

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