The Effects of Special Aesthetic Activities on Cultivating Students’ Creativity

Insun KUK

서지반출

영문초록

Recently, it seems that importance of creativity is more emphasized in general education. Under this circumstance, creativity is core theme in the field of arts education. There has been research in and even out of the field of arts education that involvement in the arts is associated with gains in cognitive ability, creative thinking. Therefore, developing effective art lessons with special aesthetic activities for children’s creativity has been an important role in arts education. In order to help children develop their creativity, we must think how teachers can design effective activities in art lessons. “Drawing with special aesthetic activities” is when the teacher provides a specific drawing lesson combining music and literature for the students so they can create their own ideas and therefore advance their creativity. Art education has been theorized as a way for children to develop their creative achievement. Yet, there has been little research conducted into arts education to deliver original strategic and creative thinking, and examined how the development of creativity through drawing with special aesthetic activities in arts class. The research tool was the Test for Creative Thinking - Drawing Production (TCT-DP) which was developed by Jellen and Urban. researcher selected a random sample to take this test from a local intermediate school. This study introduced 176 students teachers’ creative classroom research using special aesthetic activities and explained how this project was initiated, what was the process of the project and how special aesthetic activities help students develop their creativity. The result of this study shows that the special aesthetic activity is a way where this learning and creative functioning can take place in large part because it provides the space for students and teachers to negotiate what is important in arts education, and for them to pursue arts education in the way real children do: as an educational and creative meaning making activity.

국문초록

본 연구는 특수 미적 체험 활동을 바탕으로 한 미술, 문학 및 음악 과목을 융합한 통합 수업을 활용함으로써 초등학교 어린이들의 창의성 개발이라는 교육 의 가치를 고찰하였다. 그것으로 특수 미적 체험을 통한 통합수업을 연구 기간 동안 실제로 전개하 였으며 아동들의 연구 전·후의 표현 결과, 비교 분석과 수업 전개 후 지도 한 결과 분석 및 인터뷰로 알아 본 아동들의 인식 변화를 통하여 연구를 검증하고 평가 하였다. 그 결과 첫째, 특수 미적 체험 활동을 통해 자신들이 그리는 환경이나 세계와 대화하고 그 표현을 통해 아동들의 사고는 확장 되어 가고 고정관념에 의한 편향 성에서도 많이 벗어나는 등 자기표현이 향상되어지고 미적 정보를 수집하고 탐색 하는 능동적 사고 활동으로 이어져 창의적인 표현 활동으로 전개되었다. 둘째, 특수 미적 체험 활동을 통한 실제감 속에서 이미지가 형성되면서 자신 만의 독창적인 표현을 바탕으로 개성적인 표현 및 생각과 느낌을 표현하게 함으로 써 창의적인 표현 능력이 신장 되었다. 셋째, 자기의 미적 체험을 그림으로 표현하면서 자기 내면의 표현은 물론 나 아가 심상의 세계와 창의적인 사고의 신장으로 집중력과 학습에 흥미를 얻어 다른 교과 능력 향상 및 학교생활 전반에 걸쳐 긍정적인 영향을 미쳤다. 즉, 본 연구에서와 같이 학생들은 미술, 문학 및 음악 과목을 융합한 통합 수업 에 참여하며 특수 미적 체험 활동을 통한 표현, 감상 능력을 기르고, 심미적인 표현 의 기회를 늘리며, 생동감 넘치는 상상력 표현을 통해 창의성을 어떻게 발전시켜 나갈 것인가를 배웠으며, 이러한 즐거운 활동들은 아동들에게 확고한 자신감과 기 대감을 만들어 주었다. 그 결과, 특수 미적 체험 활동은 미술시간에만 활용되는 일반적인 범주를 뛰어넘어, 어린이들의 창의성 향상과 정서함양에 대한 의미 뿐 아니라 , 창의성 향상에 관한 연구의 내재적 가치와 그 가능성을 열어 줄 것이다.

키워드

special aesthetic activities 특수 미적 체험 활동 children’s creativity 어린이 창의성 art education 미술 교육 creative thinking 창의적 사고 Creative Thinking-Drawing Production TCT-DP 창의성 사고 그림 검사

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