초등학교 궁중무용 수업의 놀이적 요소 활용 모형 탐색: 요한 하위징아의 놀이 분류를 기반으로 (Exploring the teaching model of court dance using play elements in elementary dance education: Based on Hojinga, J. play classification)

서지정보

· 발행기관 : 한국무용교육학회
· 수록지 정보 : 한국무용교육학회지 / 34권 / 2호 / 33 ~ 55페이지
· 저자명 : 양문가, 이용희

초록

This study discussed the possibility of fostering personality education and creative perspective of expressive arts by exploring the play elements in the work based on Pogurak and Seonyurak, which can share manners and order conscious ness together for elementary school students. By understanding the originality and the excellence of traditional culture and arts contained in court dances, students were designed in four stages: entering, exploring, dancing, and presenting a class model for the elementary dance curriculum using play elements.
The results of this study are as follows. First, the ‘entrance’ stage is a process of stimulating learners' motivation and interest through catch and play. At this stage, it was found that by grasping the context of Pogurak and Seonyurak in the historical background, it could be conducted as a discussion class related to the topic, cultivating learners' interest and participation, critical thinking skills, and the ability to integrate arts.
Second, the ‘exploring’ stage is the process of finding play content among the movements of Pogurak and Seonyurak. “Pogurak” is a game of painting ink points on the face as a flower given when winning and a penalty given when losing, and “Seonyurak” is a dance around the ship to move the ship and act as a wave of waves, so you could experience a different form of fun and amusement.
Third, the ‘dancing’ stage is the process of learning the dance moves of Pogu rak and Seonyurak and applying the play elements of Hajingah. The play attributes that appear in Pogurak are “Agon”, “Alea,” and “Mimikri,” and it can be seen that the characteristics of Agon are the most prominent among them. In Seonyurak, it can be seen that the characteristics of “Mimikri” appear because learners directly move ships and play the same role as waves.
Fourth, the “presentation” stage is a process in which learners share each other's thoughts and feelings by presenting their works and appreciating them in groups. Accordingly, by linking the learned dance movements and presenting them for each team, learners found that personality education was contained to share man ners and a sense of order through dance moves with the right posture and play ele ments of Pogurak and Seonyurak. Therefore, it was found that elementary school students had fun and playful elements by expanding the range of learners' aesthetic experiences and creative thinking through presentation and appreciation.

영어초록

This study discussed the possibility of fostering personality education and creative perspective of expressive arts by exploring the play elements in the work based on Pogurak and Seonyurak, which can share manners and order conscious ness together for elementary school students. By understanding the originality and the excellence of traditional culture and arts contained in court dances, students were designed in four stages: entering, exploring, dancing, and presenting a class model for the elementary dance curriculum using play elements.
The results of this study are as follows. First, the ‘entrance’ stage is a process of stimulating learners' motivation and interest through catch and play. At this stage, it was found that by grasping the context of Pogurak and Seonyurak in the historical background, it could be conducted as a discussion class related to the topic, cultivating learners' interest and participation, critical thinking skills, and the ability to integrate arts.
Second, the ‘exploring’ stage is the process of finding play content among the movements of Pogurak and Seonyurak. “Pogurak” is a game of painting ink points on the face as a flower given when winning and a penalty given when losing, and “Seonyurak” is a dance around the ship to move the ship and act as a wave of waves, so you could experience a different form of fun and amusement.
Third, the ‘dancing’ stage is the process of learning the dance moves of Pogu rak and Seonyurak and applying the play elements of Hajingah. The play attributes that appear in Pogurak are “Agon”, “Alea,” and “Mimikri,” and it can be seen that the characteristics of Agon are the most prominent among them. In Seonyurak, it can be seen that the characteristics of “Mimikri” appear because learners directly move ships and play the same role as waves.
Fourth, the “presentation” stage is a process in which learners share each other's thoughts and feelings by presenting their works and appreciating them in groups. Accordingly, by linking the learned dance movements and presenting them for each team, learners found that personality education was contained to share man ners and a sense of order through dance moves with the right posture and play ele ments of Pogurak and Seonyurak. Therefore, it was found that elementary school students had fun and playful elements by expanding the range of learners' aesthetic experiences and creative thinking through presentation and appreciation.

참고자료

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