창의적 무용교육과 문제중심학습(PBL)

Abstract

This study aims at introducing one of the creative teaching-learning approaches called PBL (Problem-based learning) in order to suggest a theoretical dance class model which supports the performing class in the uniformed dance education focused on apprentices. PBL suggests student centered environment, which the constructivist approach stressed, more specifically. Thus the approach can be said to be a model that truly carries out the learning principles of constructivist approach. In short, the study goal is to suggest a teaching learning model of how to adopt PBL to dance education. This study as a literature based on the qualitative research suggests a theoretical basis by studying PBL related literatures, researches and the previous studies in other art subjects, and then draws the following conclusions through the process of how to adopt PBL after watching ‘Hahoe Mask Dance’by taking a lesson from the course, Appreciation of Performing Dance. First, PBL undergoes so called self-directed learning process in which students learn about a subject in the context of problems by constructing knowledge in their own mind by themselves. Second, PBL makes possible to review through a process to share what they have learned in small groups after they learn by themselves individually. Third, PBL has two areas of discovering the nature of a problem and understanding its resolution, but these two must be conducted as a complementary process. Fourth, PBL includes different steps of beginning activities, suggesting problems and approaching them,deducing learning suggested by the problems, conducting self-study,adopting new knowledge to solve the problems and reflecting plans to solve them, writing the ways to solve the problems and summarizing them, and writing a journal of reflecting the learning. Fifth, dance theory education must be learning for creative physical expressions accompanied by intellectual activities, and of course, PBL fits in this creative development. Sixth, the unique element of PBL is that it consists of problems, students and an instructor, and in using the method the role of the instructor is a facilitator of learning who provides appropriate scaffolding of that process.