도예교육과 바자회 프로그램을 통한 사회성 함양 방안

Abstract

There have been no previous cases of research on three factors, despite their close relationships, such as pottery based on clay, bazaar where people can develop common solidarity beyond buying and selling goods, and sociability that form relationships with others. Therefore, this study studied the guidance methods for developing sociability through pottery education and bazaar programs. This study defined ‘sociability' as ‘the ability to form relationships through communication with others through self-regulation, consideration, and cooperation' and composed the factors of ‘self-reliance', ‘communication ability', and ‘consideration and cooperation'. Based on this, a total of 19 classes of pottery education and bazaar program were designed for sixth graders in elementary school was held over six months. Implementation research through qualitative research was established as a research method, and various aspects of data, such as class observation, research diary, interview, student work, were collected and the results were analyzed from various angles according to the triangular verification method. The results of the analysis of the data collected through the implementation of this study are summarized as follows. First, the self-reliance of learners was improved. Especially, Self-understanding and self-expression skills improved, and learners were able to discover and understand their various aspects through the activities of presenting self-portraits. In addition, learners' self-directed and voluntary participation skills have been improved. Learners were interested in bazaar activities, by selling their own works and participated in art activities in an active and spontaneous manner. Second, learners' communication ability have improved. In the process of producing pottery works, learners had to constantly coordinate their opinions with the group and make decisions. It has been observed that this allows them to accept different opinions and interact with others. The social interaction ability in bazaar activities has also improved. The student interview revealed that the learners felt a great sense of accomplishment in making decisions and solving problems through consultation with departmental members at the bazaar. Third, the ability to consider and cooperate with each other was enhanced through pottery education and bazaar programs. In pottery activities, learners participated with the attitude of giving and receiving help while producing a collaboration with the group. Furthermore, in the bazaar activities, each department took an attitude of caring and cooperating with each other to reach a common goal, and the sense of pride and achievement after the activities served as a catalyst for further improving the cooperative attitude of learners. Now we need a practical education that lives in learners’ lives. In this sense, art activities that foster the sociability of living together through pottery education and bazaar, are deeply related to the life of learners, are of great significance in terms of art education.