유치원 미술교사의 활동지도 과정에 대한 질적 연구 (A qualitative study on a kindergarten art teacher's teaching strategies and processes)

서지정보

· 발행기관 : 한국아동교육학회
· 수록지 정보 : 아동교육 / 16권 / 2호 / 185 ~ 199페이지
· 저자명 : 최현미, 문무경

초록

본 연구는 유치원에서 보다 심도 있는 미술지도를 위하여 고용한 미술교사가 유아의 미술활동을 지도하는 과정을 질적 방법으로 연구하였다. 본 연구는 유치원에 상근하는 미술교사인 김교사가 만 3세와 만5세반 유아 총 34명을 지도하는 과정을 약 3달 동안의 참여관찰 및 면담을 통해 자료를 수집하고 분석, 해석하였다. 미술교사는 미술활동 시작, 전개, 그리고 마무리 단계에 따라 재료 탐색, 구체적 표현기법 소개 등 각각 다른 전략들을 사용하였다, 또한, 미술교사는 유아의 연령에 따라 활동소요시간, 미술재료의 선택, 표현기법지도, 그리고 또래간 협력을 활용하는 측면에서 차이점을 나타냈다. 특히, 어린 유아에 비해 5세반 유아들에게는 보다 발현적 사고력과 아울러 사실적 표현을 요구하는 활동을 전개하였다. 본 연구는 미술교사가 미술활동의 지도과정 전반을 통하여 유아가 혼자 힘으로 도달하기 어렵거나 간과하기 쉬운 미적 발견과 표현을 가능하게 함을 보여준다. 나아가, 본 연구는 유치원에서 미술전담교사와 담임교사간의 협력적 미술수업 운영의 가능성을 제시하고 있다.

영어초록

In this study, we examined a kindergarten art teacher's teaching strategies at the beginning, in the middle, and at the end of children's art activities. Also, examined was whether the teacher taught children of different ages differently. The enthnograhpic approach was used in order to illuminate the teacher's art teaching strategies in the natural classroom contexts from the teacher's viewpoints. This study was undertaken with one teacher who specialized in art and 34 kindergarten children(19, 3 yr. olds. and 15, 5 yr. olds.) in an art room for three months. Data were collected through participant observations and photo-takings of children's artworks as well as interviews as necessary. The teacher's art lessons were all video-taped and transcribed. All data were coded and salient patterns and themes were identified.
At the beginning of art activities, the teacher engaged in everyday life conversations with children in order to figure out their dispositions and characteristics. In particular, the teacher made a lot of efforts in motivating children for the forthcoming art activities by having them explore materials, sharing ideas, showing finishedartworks, demonstrating a variety of techniques, and so on.
As the art lessons proceeded, the teacher encouraged the children to start with familiar materials and techniques and to express their ideas and feelings in various ways. When the children experienced difficulties in their artworks, the teacher provided information on the properties of materials as well as on art techniques, especially to renew artworks children perceived as failed. Throughout the activities, the teacher kept asking questions to expand the children's ideas so that they could pursue without giving up their artworks.
At the end of the art lessons, the teacher facilitated the children's appreciation and evaluation of their artworks by sharing understandings on their artworks individually and as a group.
The teacher did not show considerable differences in her art teaching with children of different ages. The teacher provided younger children with simple activities to complete in a session by reminding them their previous works. On the other hand, she provided older children with complex activities to unfold for several sessions. In addition, the teacher utilized peer tutoring and questioning with older children more than the counterpart.

참고자료

· 없음