본 연구의 목적은 유아의 그림표현능력 증진을 위하여 다중지능이론에 기초한 아트프로펠 탐구모델에 따라 제작된 미술프로그램 활동의 효과와 원인을 알기 위하여 만 5세 유아 40명(실험집단 20명, 비교집단 20명)에게 16주 동안 20회(2012. 5. 11~8. 22)에 걸쳐 수행하였다. 검사 도구는 다중지능검사는 Shearer(1991)에 근거한 김 숙경(2001)이, 그림표현능력 검사는 지성애(2001)에 근거한 김영혜(2005)검사법을 각각 사용하였다. 수집된 자료 는 프로그램의 효과검증은 공변량 분석하고, 그림표현능력 변화 양상은 반복측정 분산분석을 하였다. 그리고 유아들의 강점 및 약점지능을 알아보았고 또 다중지능이 그림표현능력을 판별하는 정도와 그림표현능력 간의 상호관계를 알아보기 위해 판별분석을 하였다. 본 연구의 결과는 다음과 같다. 첫째, 다중지능이론에 기초한 미 술프로그램이 유아의 그림표현능력과 그 하위요인에도 긍정적인 영향을 미쳤다. 둘째, 미술프로그램에 참가한 유아의 그림표현능력 총점의 변화 양상이 회기에 따라 달랐다. 셋째, 다중지능은 유아의 그림표현능력을 예측 할 수 있는 한 변인이었으며, 공간 지능이 유아의 그림표현능력을 예측하는 정도가 가장 높았다. 따라서 유아 들은 미술요소를 중심으로 한 체계적인 미술 프로그램 활동을 통해 미술요소들이 유아의 다중지능을 기초한 반성적 사고과정을 거치면서 그림표현 관련지능들이 활성화되어 그림표현능력을 향상시켰음을 알 수 있었다.
The purpose of this study was to develop a program based on the multiple intelligence theory to promote children's ability of drawing expression, and to verify and analyze its effects and causes. The program was prepared according to the Arts PROPEL model based on the multiple intelligence theory focusing on the elements of art in order to achieve the objectives. The subjects of this research consisted of 40 five-year-old children(20 in the experimental group and 20 in the comparison group), over 20 times during a 16 week period from May 11, 2012 to August 22, 2012. The multiple intelligence development assessment scale of Shearer(1991) adapted by Kim(2001) and the drawing expression ability measurement of Ji(2001) modified and complemented by Kim(2005) were used as the tools in this study. The collected data were analyzed by the analysis of covariance to verify the effectiveness and the repeated measure analysis of variance to examine the patterns of the drawing expression ability. The intelligence strengths and weaknesses of the children were investigated and the discriminant analysis was used to examine the degree of impact of multiple intelligence on the drawing expression ability and the interrelationships between the multiple intelligence and the drawing expression ability. The results of this study were as follows: First, the art program based on the multiple intelligence theory had a positive impact on the children’s drawing expression ability and also on the knowledge of basic shapes, line merging, various colors, detailed depiction, harmonious configuration, various shapes, representations related to topics, creativity of representation, and the completeness of drawing, which are sub-areas of the drawing expression ability. Second, based on the art program, the total score of the drawing expression ability was continuously increased throughout the 5th to the 15th class and was maintained afterwards. Third, the multiple intelligence was one of the variables to predict the drawing expression ability of children and the result showed that spatial intelligence predicts the ability at the highest degree. This study indicates that the systematic art programs focusing on art elements help children to reconfigure elements through the process of reflective thinking. Also, results show that the element of spatial intelligence is most activated among the intelligences related to the drawing expression in the process of thinking based on the multiple intelligences which helps improve the drawing expression ability.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논 의 참고문헌
