초등학교 저학년을 위한 궁중무용 교육의 가능성 연구-교육연극을 활용한 춘앵무 교육 프로그램을 통하여 (Exploration of the possibility of teaching Korean court dances to low grade elementary students through the Chunaengmu program by using educational drama)

서지정보

· 발행기관 : 한국무용교육학회
· 수록지 정보 : 한국무용교육학회지 / 30권 / 2호 / 37 ~ 61페이지
· 저자명 : 김효

초록

Court dances are important in the teaching of traditional dances. This is because the court dances of a country are an accumulation of the best forms of choreographic traditions which were developed over a long period of time. In Korea, the curriculum of low grade elementary students includes Korean traditional folk dances such as Masked Dances, Sogo Dances, Ganggangsouwolae, etc. But court dances are not included. How did this happen? There are two possible reasons when we consider that stimulating student interest is demanded, especially for low grade elementary students. Korean court dances are not adequate to satisfy this condition. Firstly, court dances have become one of the most unfamiliar traditional arts. Secondly, court dances are based on slow rhythm and more delicate movements, in contrast to folk dances which are based on fast rhythm and dynamic movements. In order to integrate Korean court dances into the curriculum of low grade elementary students, it would be necessary to increase familiarity and add stimulating elements. This research starts from the hypothesis that Educational Theatre could be one of the methods to meet this need. Educational Drama is the ‘applied theatre’ which utilizes theatrical conventions for the purpose of education.
Theatre is an artistic genre which represents real life at its normal speed.
Therefore, if Educational Drama is used to teach court dances, it could compensate for lack of familiarity and accessibility to court dances. Educational Drama also integrates methods utilizing games so that it can effectively facilitate children’s flow (or concentration) as in Csikszentmilhalyi’s theory. This research has created a program of Chunaengmu utilizing Educational Drama for low grade elementary students. When it was executed in a class, its effectiveness was proven.
None of the 28 participants abandoned the class and their flow was maintained at a high degree during the continuous two hours program. This article is a report that describes the program and the analysis of its execution.

영어초록

Court dances are important in the teaching of traditional dances. This is because the court dances of a country are an accumulation of the best forms of choreographic traditions which were developed over a long period of time. In Korea, the curriculum of low grade elementary students includes Korean traditional folk dances such as Masked Dances, Sogo Dances, Ganggangsouwolae, etc. But court dances are not included. How did this happen? There are two possible reasons when we consider that stimulating student interest is demanded, especially for low grade elementary students. Korean court dances are not adequate to satisfy this condition. Firstly, court dances have become one of the most unfamiliar traditional arts. Secondly, court dances are based on slow rhythm and more delicate movements, in contrast to folk dances which are based on fast rhythm and dynamic movements. In order to integrate Korean court dances into the curriculum of low grade elementary students, it would be necessary to increase familiarity and add stimulating elements. This research starts from the hypothesis that Educational Theatre could be one of the methods to meet this need. Educational Drama is the ‘applied theatre’ which utilizes theatrical conventions for the purpose of education.
Theatre is an artistic genre which represents real life at its normal speed.
Therefore, if Educational Drama is used to teach court dances, it could compensate for lack of familiarity and accessibility to court dances. Educational Drama also integrates methods utilizing games so that it can effectively facilitate children’s flow (or concentration) as in Csikszentmilhalyi’s theory. This research has created a program of Chunaengmu utilizing Educational Drama for low grade elementary students. When it was executed in a class, its effectiveness was proven.
None of the 28 participants abandoned the class and their flow was maintained at a high degree during the continuous two hours program. This article is a report that describes the program and the analysis of its execution.

참고자료

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