놀이적 접근을 통한 모티프 창의력 교실 들여다보기

Abstract

This is an action research project that targeted elementary school students to determine their reactions after an enlightenment activity, "Motif Creativity Class," was implemented to encourage creative body activities. The researcher assumed the role of an honorary teacher of 18 Grade 5 elementary school students (Male: 6, female: 12) at XXX Elementary School, located in Seoul. This research was conducted in a typical classroom where regular class instruction was carried out. The Motif Creativity Class was implemented once a week for 40 minutes, for three months from on April 6, 2006 to July 6, 2006. The purpose of this research was as follows: 1. to utilize motif symbols by developing a game-approach so that the motif symbols can be more interesting and easily recognized. 2. to examine what takes place in the context of the classroom when the "Motif Creativity Class" enlightenment program is conducted. Data collection and analyses for research were carried out through teachers’ journals, activity papers provided to students during class, interviews with students, and two questionnaires (first phase: July 2006, second phase: January 2007). The research results are summarized below: First, the game approach helps students recognize the motif symbols, and encourages their participation in class by stimulating their interest. Second, the students tend to emulate their teacher or their peers rather than attempt creative self-expression. They also tend to prefer using concrete and factual over abstract expressions. Third, female students are higher than male students in their average score for recognizing symbols. This is presumably due to female students’ natural placidity, their interest in class, and the differences in their abilities to express movement. Fourth, the teaching method that was used in this research can have a positive effect not only on students’ intellectual performance, but also on their emotional aspect. Fifth, by observing the results in an actual classroom setting, this research was able to demonstrate how this program can enhance teachers’ self-confidence and expand the teachers’ educational resources. Lastly, since there are limitations to the educational effects this program can produce in a 40-minute class, it would be helpful to continue the enlightenment activities on Saturdays to provide opportunities for serious, creative work and to appreciate and reflect on the results of the movement activities.