그림일기를 활용한 미술교육 프로그램이 특수교육대상자의 표현력향상에 미치는 효과
Picture Diary of art education program utilizing the effect of improving the expressiveness of special education
- 주제(키워드) 그림일기 , 미술교육 프로그램 , 특수교육대상자 , 표현력향상
- 발행기관 강릉원주대학교 교육대학원
- 지도교수 하연수
- 발행년도 2015
- 학위수여년월 2015. 8
- 학위명 석사
- 학과 및 전공 교육대학원 미술교육
- 세부전공 한국화
- 원문페이지 iv, 82
- 실제URI http://www.dcollection.net/handler/kangnung/000000007488
- 본문언어 한국어
초록/요약
인간은 타인과 더불어 살아가며 관계를 형성하고 소통한다. 타인과의 의사소통을 통하여 자신이 사회적 존재임을 인식하고 지속적인 관계형성을 하며 자신의 욕구를 표현하고 충족시킴으로서 사회에 적응할 수 있게 된다. 언어적 표현이 능숙하지 못한 아동들이나 특수교육대상자에게는 형태가 명확하지 않는 그림을 통하여 자신을 표현하고, 자신만의 언어로써 타인과 의사소통한다. 이에 본 연구는 자신의 생각과 감정을 표현하기 어려운 특수교육대상자를 대상으로 그림일기를 활용한 미술교육 프로그램이 표현력 향상에 미치는 효과를 알아보는 것에 목적을 두었다. 본 연구는 특수교육대상자를 위해 그림일기를 활용한 미술교육프로그램을 개발하고, 적용하여 이들의 표현력이 어떻게 변화되었는지에 대해 분석하였다. 이를 위하여 그림일기를 중심으로 그림 표현유형 및 아동의 표현발달단계, 그림일기에 대한 개념과 배경, 일기의 유형을 고찰하였으며, 그림일기를 활용한 프로그램 지도안의 타당성을 분석하여 수정․보완하였고, 진단평가를 통하여 프로그램을 적용할 연구대상을 선별하였다. 선별한 특수교육대상자는 크게 3집단으로 구분하여 학생별로 총 8회기에 걸쳐 프로그램을 실행하였다. 미술교육프로그램 수업 중 실시한 관찰 분석과 특수교육대상자의 활동자료를 분석한 결과는 다음과 같다. 첫째, 그림일기를 활용한 미술교육프로그램은 특수교육대상자 자신의 생각과 감정을 표현하는 능력을 향상시키는데 효과가 있었다. 특수교육대상자들에게 그림일기의 그림표현은 그들의 상황과 환경, 자신의 생각과 감정, 느낌을 보여주며, 자신의 내면을 들여다보는 도구이자 의사소통의 수단이 된다. 타인과 지속적인 관계형성을 하고, 자신의 욕구를 표현함으로써 사회에 적응할 수 있게 된다. 특수교육대상자들에게 그림일기는 자신의 의사표현과 사회성의 발달에 큰 영향을 미치므로 그림일기의 중요한 역할을 하고 있음을 알 수 있다. 둘째, 그림일기를 활용한 미술교육프로그램은 기억과 관찰발달에 의한 회화표현능력을 향상시키는데 효과가 있었다. 자신이 경험을 기억하고 대상을 관찰함으로써 평소 표현하였던 것보다 그림일기 수업을 실시한 후 훨씬 더 우월하게 표현되었다. 그리는 대상의 형태와 섬세한 표현, 그리고 전체화면을 사용할 뿐만 아니라, 공간배치와 그려지는 대상의 수도 늘어났다. 또 자연스러운 표현과 다양한 동세를 표현하였고, 수정한 흔적으로 봐서 사고를 통해 스스로 다양한 이야기를 하려는 회화표현이 질이 향상되었다고 볼 수 있다. 그러므로 특수교육대상자들이 표현력 향상이 되었음을 알 수 있다. 이와 같이 그림일기를 활용한 미술교육프로그램이 언어로 표현하기 힘든 부분을 그림으로 대신할 수 있는 긍정적요소가 있음에도 불구하고, 특수교육대상자에게는 스스로 수행하기 어렵다는 이유로 소홀히 하는 경우가 많이 있으며 다음과 같이 제언을 하고자 한다. 첫째, 특수교육대상자에게 경험을 통한 그림일기쓰기를 꾸준히 할 수 있도록 충분한 지도가 이루어져야 할 것이다. 둘째, 꾸준한 그림일기쓰기를 활용하여 아동의 상황과 환경, 생각과 감정을 이해할 수 있어야 할 것이다.
more초록/요약
People rely on one another, build relationships and communicate. Communicating with others helps one perceive oneself as a social being, form constant relationships, express and meet personal needs as part of social adaptation. Children with limited verbal expression skills or students with special education needs use unshaped drawings or pictures to express themselves and to communicate with others in their own language. The present study focused on students with special education needs who had difficulties in expressing personal thought and emotion with a view to investigating the picture diary of art education program utilizing the effect of improving the expressiveness of special education. This study developed and applied a picture diary program to students with special education needs to analyze how their expressiveness changed. To that end, focusing on picture diaries, the present study considered types of expression in pictures, children's developmental stages in terms of expressiveness, concept and background of picture diaries and types of diaries. Also, the validity of the instructional plan for the proposed program utilizing picture diaries was analyzed for revision and reinforcement. Then, a diagnostic test was conducted to select the subjects for the proposed program. Selected students with special education needs were divided into 3 groups. Each student received a total of 8 sessions under the program. The data collected from observation in class and activities of students with special education needs in the course of the program were analyzed. As for the analysis findings, first, the proposed art education program using picture diaries was found effective for improving the expressiveness of personal thoughts and feelings among the students with special education needs. For students with special education needs, picture diaries served as a means of communication and a tool for showing their situation, circumstance, thought, feeling and emotion and for looking into their inner selves. Picture diaries helped them form constant relationships with others, express their needs and thus adapt to society. Picture diaries were found to play important roles in that they exerted significant effects on the development of self-expression and social skills of students with special education needs. Second, the proposed program utilizing picture diaries was found effective for improving students' painting skills in connection with memories and observation skills. Picture diaries facilitated students' memories of experience and observation skills, which enabled them to express things much better than they usually did, given the forms of objects, sophisticated expression, using the entire space given, space arrangement and the increase in the number of objects drawn. Besides, natural expression, various motions expressed and traces of correction indicated their painting skills improved to the extent that they did try to tell stories in different ways through thinking. Thus, the expressiveness of students with special education needs improved. Despite the positive aspects of the proposed program using picture diaries in that pictures replace verbal expressions that are hard to deliver, it is often neglected as students with special education needs find it difficult to keep picture diaries on their own, which warrants the following suggestions. First, sufficient instructional efforts need be exerted for students with special education needs to keep picture diaries based on personal experiences. Second, it is necessary to guide them to keep picture diaries constantly so as to understand their situation, circumstance, thought and feeling.
more목차
Ⅰ. 서론 ·································································· 1
1. 연구의 필요성 및 목적 ············································· 1
2. 연구의 내용 및 방법 ·················································2
Ⅱ. 이론적 배경 ······················································· 4
1. 그림 표현의 유형 및 아동의 표현발달단계 ····················· 4
가. 그림 표현의 유형 ················································· 4
1) 하버트리드(Herbert Read)의 유형 ····························· 4
2) 로웬펠트(Victor Lowenfeld)의 유형 ··························· 5
3) 버크 하트(R. Burkhart)의 유형 ································· 6
나. 아동의 표현발달 단계 ············································ 7
2. 그림일기에 대한 고찰 ·············································· 9
가. 그림일기의 개념 및 배경 ········································ 9
나. 일기의 유형 ····················································· 12
1) 기행문일기 ······················································· 13
2) 독후감일기 ······················································· 14
3) 만화일기 ·························································· 15
4) 신문일기 ·························································· 16
5) 관찰일기 ·························································· 17
6) 마인드맵일기 ····················································· 18
다. 그림일기의 교육적 효과 ········································ 19
Ⅲ. 특수교육대상자를 위한 그림일기 미술교육 프로그램 ·············································································· 21
1. 연구절차 및 연구대상 ············································· 21
2. 설계과정 ····························································· 25
3. 프로그램 타당도 및 진단평가 타당도 검증 ···················· 26
4. 차시별 프로그램 지도안 ·········································· 29
5. 자료수집 및 분석방법 ············································· 39
Ⅳ. 그림일기를 활용한 미술교육 프로그램의 분석 ······· 40
1. 상 수준 집단의 그림일기 활동자료 분석 ······················· 40
2. 중 수준 집단의 그림일기 활동자료 분석 ······················· 53
3. 하 수준 집단의 그림일기 활동자료 분석 ······················· 65
Ⅴ. 결론 및 제언 ····················································· 72
참고문헌 ································································ 74
