본 연구는 극화활동을 활용한 미술감상 프로그램을 개발하고, 개발한 프로그램이 유아의 언어능력과 그리기표상능력에 미치는 효과를 검증하는 데 목적이 있다. 연구대상의 평균 월령은 70.93개월이었으며 실험집단에는 ‘극화활동을 활용한 미술감상 프로그램’을 실시하고 비교집단에는 ‘교사-유아 이야기나누기에 기초한 미술감상 프로그램’을 제공하였다. 유아의 언어능력은 K-WPPSI의 ‘언어성 검사’ 영역을 사용하여 측정하였으며 그리기표상능력은 ‘그리기표상능력 검사도구’를 사용하여 측정하였다. 수집된 연구 자료는 t-검증을 통해 실험집단과 비교집단 간의 차이를 분석하였다. 연구결과 실험집단이 비교집단보다 언어능력과 그리기표상능력 점수가 유의하게 높은 것으로 나타나, 본 연구에서 개발한 극화활동을 활용한 미술감상 프로그램이 교사-유아 이야기나누기에 기초한 미술감상 프로그램보다 언어능력과 그리기표상능력 증진에 효과적인 것으로 밝혀졌다.

This study develops an art application program based on drama activities and analyzes the effects of the program on young children's language and drawing representation abilities. The subjects used in this study were 44 young children who attended a kindergarten in K city. The mean age of the subjects was 70.93 months. The experimental group participated in an art application program using drama activities while the comparison group participated in an art application which centered on teacher- children discussions. 'The Verbal Area of ‘K-WPPSI(Korean-Wechsler Preschool & Primary Scale of Intelligence)' and the 'Drawing Representation Inventory' were used in collection of data, and t-tests were used to analyze the data. The results reveal statistically significant differences between the post-test scores of the experimental and comparison group. The scores of the experimental group in the children's verbal ability and drawing representation ability are significantly higher than the scores of comparison group. In conclusion the results of this study suggest that an art application program based on drama activities such as were developed in this study are effective in promoting young children's language and drawing representation abilities.

This study develops an art application program based on drama activities and analyzes the effects of the program on young children's language and drawing representation abilities. The subjects used in this study were 44 young children who attended a kindergarten in K city. The mean age of the subjects was 70.93 months. The experimental group participated in an art application program using drama activities while the comparison group participated in an art application which centered on teacher- children discussions. 'The Verbal Area of ‘K-WPPSI(Korean-Wechsler Preschool & Primary Scale of Intelligence)' and the 'Drawing Representation Inventory' were used in collection of data, and t-tests were used to analyze the data. The results reveal statistically significant differences between the post-test scores of the experimental and comparison group. The scores of the experimental group in the children's verbal ability and drawing representation ability are significantly higher than the scores of comparison group. In conclusion the results of this study suggest that an art application program based on drama activities such as were developed in this study are effective in promoting young children's language and drawing representation abilities.

art application program, dramatic activity, language ability, drawing representation ability