earticle

영어

The purpose of this study is to present application of programs and examples of education of movement creative education from holistic perspective. Therefore, this study was conducted as an action research presenting proposals of educational program and practical improvement. It was performed based on cases of 12 weeks classes by including 24 students who are in Year 3 to Year 6 and are participating movement program after school in T-School located in Seoul. First, the 12-week program for movement creative education from holistic perspective is as stated below. The themes of the education are expression of feelings, explanation and description, shapes and composition, connection and correspondence, energy and center of gravity, changes of spaces and directions, storytelling through movement, movement communication (interaction, movement of simultaneous progressive, contact improvisation), creating stories, and appreciation and evaluation in order. Second, this study applied the movement creative education from holistic perspective by stage and in the process, conducted monitoring about class progress. As a result, the factors that students go through difficulties are classified as six types in movement creative experience. The six types include limited ability of expression, result oriented inclination, concentrated leadership, incongruity of communication, unstable facial expression and eyes and lack of concentration. In relation to such points to be improved, teachers attempted to practically improve each problem with sharing time, correction for movement expression and feedbacks. Third, movement creative program approached from holistic perspective showed aspects of development and improvement about movement tasks in groups as a program depending on emotion and movement, and harmony of character with active activities such as judgement and concentration of problem solving, initiatives of expression and communication ability, ability to compose movement story, and unity between team members.

한국어

이 연구의 목적은 홀리스틱 관점의 움직임 창작교육의 프로그램 적용과 교육 사례를 제시하기 위한 것이다. 따라서 이 연구는 교육 프로그램의 제시와 실천적인 개선 안을 제안하는 실행연구(action research)로 수행되었다. 홀리스틱 관점의 움직임 창작교육 12주 프로그램은 다음과 같다. 느낌의 표현, 설명과 묘사, 형태와 구성, 연결과 대응, 에너지와 무게중심, 공간과 방향의 변화, 움직임을 통한 스토리텔링, 움직임 소통, 이야기 만들기, 감상과 평가 등의 순서로 이루어졌다. 둘째, 프로그램을 적용하고 그 과정에서 수업 진행에 대한 모니터링을 실시한 결과, 움직임 창작경험에서 학생들이 겪는 어려움 요소들을 6가지로 범주화하였다. 이는 제한적인 표현력, 결과지향적인 성향, 편중된 리더십, 의사소통의 부조화, 얼굴표정과 눈빛의 불안정, 집중력의 부족 등으로 나타났다. 셋째, 홀리스틱 관점에서 접근된 움직임 창작 프로그램은 감성과 움직임, 인성의 조화에 의지하는 과정으로 모둠 활동의 움직임 과제에 대하여 문제해결의 판단력과 집중력, 표현력과 소통능력의 적극성, 움직임 스토리의 구성력, 조원간의 단합 등 활발한 활동으로 개선되고 발전되어지는 양상을 보였다.