본연구는링컨센터의미적체험교육을중심으로초등학교표현활동의구체적인무용수업방안 을모색하고수업가능성을탐색해보고자하였다.연구방법으로서현교육과정에서제시하는우리 나라의표현활동영역을기준으로하여‘있는그대로보이는것’을말하고자유롭게표현할수있는 미적체험교육의장점을수용하였다. 이를위해우리나라학습환경에적합한표현활동교안을개 발하고두개학급예비교사60인중,한개학급10인을표본으로하여사례분석과귀납적범주분 석, 전문가회의를거쳐삼각검증으로진실성을확보하고자하였다. 그결과수업과정과학습활동의실제로서‘나’라는질문으로시작하여‘우주’까지이어진확장된 표현의의미를찾아냈고,체험을통한직·간접적교수활동과맥락적정보(contextual information) 활용으로완성된하나의‘예술작품’은수업의내용으로서인식하기에충분했다. 수업과정및교안 의결과물로나타난‘작품’을교육과정과연계해보면,교사에의한움직임지시어는단순한행동이 아니라동작을연결시켜반복적인움직임을만들어냈고, 리듬을빠르게또는느리게변형시킬수 있게되어,현교육과정이추구하는움직임표현,리듬표현이가능하게되었다.또한한국춤알아 보기과정은우리나라의민속표현수업이며주제를반영한창작표현이수업속에녹아들어그물망 처럼내재되어있음을확인하였다. 종합해보면,학교에서의미적체험교육은자기표현강화,스스로의동작구현및발전,상호간 소통을통한서로의잠재성을끄집어내는교육이라는점에서표현활동수업으로서의가능성이확 인되었다.더불어즐겁고자연스럽게창의적문제해결능력을키워학습효과를높일수있다는점 에서 미적체험교육을 통한 표현활동은 초등학교 현장에서 활용가능한 중요한 교육활동이 될 수 있다.
This study explores effective teaching methods for primary dancing classes employing expression activities based on the aesthetic education theory of Lincoln Center and the feasibility of the aesthetic education in primary classes. Based on the activities of expression proposed in the current national curriculum, the study accommodated the strong points of aesthetic education, which promotes students to talk about things ‘as they are’, and to freely express their feelings. In order to secure the reliability of the data, peer debriefing, associate or expert consultation, and the methods of triangulation were conducted from 60 preliminary teachers by developing a teaching plan for dancing classes that would be appropriate for the teaching environment in Korea. It helps students find the meanings of expressions which are related to him or herself and recognize the context of the lesson through direct teaching activities and other activities that utilize contextual information. It has been verified that the curriculum and the learning activities, which could be approached with questions related to the topic, can be applied to the course for activity of expression. Aesthetic education is a method of education that can promote students’ abilities to express their feelings better, stimulate their potential in bilateral communication, and create their own dance movements. As a result, it develops a creative problem-solving ability in a more intriguing and spontaneous method, and it is concluded that activity of expression through aesthetic education should be considered a major course activity to be utilized in elementary education.
I. 서 론 II. 연구방법 III. 미적체험교육의 실천적 적용 IV. 연구 결과 및 논의 V. 요약 및 제언 참고문헌
